IMPLEMENTASI INOVASI DIGITAL DALAM PEMBELAJARAN BAHASA ANAK USIA DINI: ANALISIS PRAKTIK GURU, RESPON ANAK, DAN TANTANGAN DI ERA REVOLUSI INDUSTRI 4.0

https://doi.org/10.23960/simbol.v13i2.1479
Published: Sep 25, 2025

Abstract:

This research aims to analyze the implementation of digital innovation in early childhood language learning, focusing on teacher practices, children's responses, and the challenges faced. Using a qualitative case study approach at BA Aisyiyah Karanglewas, data were collected through participatory observation, in-depth interviews, and document analysis, and analyzed using thematic analysis. The results identified three main themes: (1) interactive digital media significantly increases children's motivation and vocabulary acquisition; (2) teacher practices show efforts to integrate technology, but are still limited to the role of operator and facilitator, not yet reaching the level of innovative learning design (TPACK); and (3) main challenges include children's limited attention span, infrastructure limitations, and the need for digital literacy for parents. The study concludes that while digital innovation has great potential, its success depends on the teacher's ability to design learning, the availability of appropriate content, and support from the ecosystem (school and parents). This study recommends continuous teacher training based on the TPACK framework and the development of school policies that support the wise use of technology.

Penelitian ini bertujuan menganalisis implementasi inovasi digital dalam pembelajaran bahasa anak usia dini, dengan fokus pada praktik guru, respon anak, serta tantangan yang dihadapi. Menggunakan pendekatan studi kasus kualitatif di BA Aisyiyah Karanglewas, data dikumpulkan melalui observasi partisipatif, wawancara mendalam, dan analisis dokumen, serta dianalisis menggunakan teknik analisis tematik. Hasil penelitian mengidentifikasi tiga tema utama: (1) media digital interaktif secara signifikan meningkatkan motivasi dan pemerolehan kosakata anak; (2) praktik guru menunjukkan adanya upaya integrasi teknologi, namun masih terbatas pada peran sebagai operator dan fasilitator, belum sepenuhnya mencapai level desain pembelajaran inovatif (TPACK); dan (3) tantangan utama meliputi durasi konsentrasi anak yang terbatas, keterbatasan infrastruktur, dan perlunya literasi digital bagi orang tua. Penelitian ini menyimpulkan bahwa meskipun inovasi digital berpotensi besar, keberhasilannya bergantung pada kemampuan guru dalam merancang pembelajaran, ketersediaan konten yang sesuai, serta dukungan ekosistem (sekolah dan orang tua). Penelitian ini merekomendasikan pelatihan berkelanjutan bagi guru berbasis kerangka TPACK dan pengembangan kebijakan sekolah yang mendukung penggunaan teknologi yang bijaksana.

Keywords:
1. Digital Innovation
2. Language Skills
3. Early Childhood
4. Technology Implementation
5. TPACK
Authors:
1 . Wildan Aji Saputra
Universitas Muhammadiyah Purwokerto
2 . Desi Endah Lestari
Universitas Muhammadiyah Purwokerto
3 . Nurul Fajjriyah
Universitas Muhammadiyah Purwokerto
4 . Nuralida Hawa
Universitas Muhammadiyah Purwokerto
5 . Nabila Nur Adilah
Universitas Muhammadiyah Purwokerto
6 . Nurma Aida
Universitas Muhammadiyah Purwokerto
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How to Cite
Saputra, W. A., Lestari, D. E., Fajjriyah, N., Hawa, N., Adilah, N. N., & Aida, N. (2025). IMPLEMENTASI INOVASI DIGITAL DALAM PEMBELAJARAN BAHASA ANAK USIA DINI: ANALISIS PRAKTIK GURU, RESPON ANAK, DAN TANTANGAN DI ERA REVOLUSI INDUSTRI 4.0. J-Simbol: Jurnal Magister Pendidikan Bahasa Dan Sastra Indonesia, 13(2), 1313–1320. https://doi.org/10.23960/simbol.v13i2.1479
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Vol. 13 No. 2 (2025): J-Simbol: Jurnal Magister Pendidikan Bahasa dan Sastra Indonesia
Articles
References

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  2. Anderson, D. R., & Subrahmanyam, K. (2017). Digital screen media and cognitive development. Pediatrics, 140(Supplement 2), S57–S61. https://doi.org/10.1542/peds.2016-1758C
  3. Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52(1), 154–168. https://doi.org/10.1016/j.compedu.2008.07.006
  4. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
  5. Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review, 118, 105440. https://doi.org/10.1016/j.childyouth.2020.105440
  6. Edwards, S. (2016). New concepts of play and the problem of technology, digital media and popular-culture in early childhood. Early Child Development and Care, 186(8), 1194–1203. https://doi.org/10.1080/03004430.2016.1156035
  7. Fleer, M. (2020). Early childhood pedagogies for a changing world. Routledge.
  8. Gjelaj, M., Buza, K., Shatri, K., & Zabeli, N. (2020). Digital technologies in early childhood: Attitudes and practices of parents and teachers in Kosovo. International Journal of Instruction, 13(1), 165–184. https://doi.org/10.29333/iji.2020.13111a
  9. Hidayat, H. (2022). Tantangan dan pelaksanaan pembelajaran daring pada pendidikan anak usia dini di masa pandemi. Cakrawala Pendidikan, 41(1), 45-58. https://doi.org/10.21831/cp.v41i1.35894
  10. Hsin, C. T., & Li, M. C. (2021). A review of the role of mobile apps in early childhood education. Educational Technology Research and Development, 69(5), 2413–2435. https://doi.org/10.1007/s11423-021-09993-8
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  20. Susanto, A. (2015). Teori belajar dan pembelajaran di sekolah dasar. Prenada Media.
  21. Taulany, H., & Prahesti, S. I. (2019). Media pembelajaran wayang huruf untuk meningkatkan kosa kata bahasa Inggris anak usia 4-6 tahun. Indonesian Journal of Early Childhood: Jurnal Dunia Anak Usia Dini, 1(2), 71-80.
  22. Van Dijk, J. A. G. M. (2020). The digital divide. Polity Press.
  23. Wulandari, A., & Sutrisno, E. (2021). Pengaruh media audiovisual terhadap perkembangan bahasa anak usia dini di TK Dharma Wanita. Jurnal Pendidikan Anak Usia Dini, 6(2), 112-120.
  24. Xu, M., David, J. M., & Kim, S. H. (2018). The fourth industrial revolution: Opportunities and challenges. International Journal of Financial Research, 9(2), 90–95. https://doi.org/10.5430/ijfr.v9n2p90
  25. Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). SAGE Publications. https://doi.org/10.5430/ijfr.v9n2p90
  26. Yusuf, I., & Widyaningsih, S. W. (2019). HOTS profile of physics education students in STEM-based classes using PhET media. In Journal of Physics: Conference Series (Vol. 1157, p. 032021). IOP Publishing. https://doi.org/10.1088/1742-6596/1157/3/032021
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