As-Sibyan: Jurnal Pendidikan Anak Usia Dini

The Urgency of Media Literacy in Early Childhood in the Digital Age

Siti Nurul Aprida — 2026-07-07

Massive exposure to digital media has created a complex environment for early childhood development, offering both learning opportunities and significant risks. In this context, media literacy emerges as a fundamental competency; however, gaps remain in developmentally appropriate implementation strategies and in building synergistic collaboration between parents and educators. This study aims to synthesize empirical evidence on the urgency of media literacy, implementation strategies, stakeholder roles, and challenges in fostering media literacy among children aged 0–8 years. Employing a systematic literature review guided by the PRISMA framework, this study analyzed peer-reviewed scientific articles published between 2019 and 2025. The findings reveal four major themes. First, media literacy functions as a form of “cognitive immunization” that supports the development of critical thinking, creativity, and digital resilience in early childhood. Second, parents and educators play a central role as key mediators, although their effectiveness is frequently constrained by a lack of alignment between practices in the home and school environments. Third, implementation strategies exist along a continuum, ranging from restrictive approaches to active mediation and empowerment through content creation. Fourth, systemic challenges persist, particularly the absence of formal curriculum integration and persistent inequities in access to digital resources. This study concludes that a paradigm shift from a passive, protective approach toward proactive empowerment is essential. The findings provide a strong conceptual foundation for policies and practices that integrate media literacy collaboratively and developmentally, to nurture critical and responsible digital citizens from an early age.

Korespondensi Prinsip Pendidikan Anak dalam Tanqih al-Qawl Syeikh Nawawi al-Bantani dengan Temuan Neurosains Modern

Nita Yuniarti — 2026-07-07

The principle of Islamic education through manners and parental affection poses challenges in understanding the relevance of classical Islamic texts to children's brain development. This study aims to examine the child education in Chapter 31 of Kitab Tanqīḥ al-Qawl al-Ḥathīth fī Sharḥ Lubāb al-Ḥadīth by Sheikh Nawawi al-Bantani and to correlate them with contemporary neuroscience findings regarding executive functions, socio-emotional development, sensitive periods, and neuroplasticity. The research employs a qualitative literature-based approach, with primary data from Chapter 31 of Tanqih al-Qawl and secondary data from contemporary neuroscience literature. A descriptive-comparative analysis was conducted to map correspondences between classical educational principles and neurobiological mechanisms. The findings indicate that classical principles, prioritizing moral education, holistic care, staged learning, spiritual-social dimensions, and parental responsibility, align with the development of neural networks, the limbic system, executive functions, and reward circuits, highlighting opportunities for integrating classical Islamic education with neuroscience-based pedagogy.

Bentuk Keterlibatan Orang Tua pada Masa Transisi Anak ke Sekolah Dasar

Citrawanti Oktavia — 2026-07-07

This study originates from the importance of parents’ roles in supporting children’s readiness to enter primary school. Parental involvement is a key factor because school readiness is influenced not only by academic abilities but also by social, emotional, and independence skills formed through interactions at home. This research employs a descriptive qualitative approach involving 129 parents of children aged 5–7 who are in the transition to primary school. Data were collected through open-ended interviews and analyzed using thematic analysis. The results reveal six main forms of parental involvement: accompanying learning (81.4%), fostering independence (54.3%), establishing daily routines (8.5%), religious routines (3.1%), sensory–motor activities (1.6%), and gadget time regulation (0.8%). Based on involvement frequency, the majority of parents (72 respondents) spent more than one hour preparing their children for school readiness. These findings highlight the need to strengthen collaboration between early childhood education institutions and families to support children’s holistic development.

Pendampingan Rumah Bermain Karakter Untuk Mengurangi Ketergantungan Gadget Anak Kampung Cigablongan

Momon Momon — 2026-07-07

This study aims to reduce gadget dependence through a Character Playhouse accompaniment program that integrates role-playing and storytelling activities as interactive and enjoyable educational alternatives. Experiential learning methods and participatory approaches were applied by facilitators to create a positive and inclusive learning environment Kampung Cigablongan, Desa Mandala, Kecamatan Cimenyan.. The results showed a significant decrease in the duration of gadget use, increased children’s interest in play activities, and the emergence of positive character values such as honesty, responsibility, empathy, and cooperation. This study reinforces the role of the Character Playhouse as an effective medium to divert children’s attention from gadgets while holistically supporting character development. Recommendations are provided to optimize the roles of parents, educators, and community members in managing children's gadget use and in developing sustainable character education programs.

Implementasi Model Sentra untuk Mendukung Perkembangan Sosial-Emosional Anak Usia Dini

N Defa Alwiyyah Idrus — 2026-07-07

Early childhood socio-emotional development is a critical domain that requires optimal stimulation through appropriate pedagogical approaches; one such approach is the center-based learning model implemented at TK Islam Pembangunan. This study aims to examine how the center-based model supports childrens socio-emotional development and to identify enabling and constraining factors in its implementation. Using a descriptive qualitative design, interviews were conducted with one principal, four teachers, and four parents. The findings indicate that the model promotes socio-emotional growth by (1) cultivating empathy, collaboration, and independence; and (2) integrating Qur’anic memorization (tahfidz) and extracurricular activities. Implementation was facilitated by (1) regular teacher training and (2) routine team meetings with collaborative problem-solving. Constraints included (1) limited budgets for learning media and professional development, (2) shortages of trained teaching staff, and (3) irregular cycles of evaluation (observation–reflection–assessment). The study recommends follow-up research employing more diverse samples and larger settings to provide a comprehensive account of the implementation of the center-based learning model.

Menata Ruang, Membuka Akses

Miratul Hayati — 2026-07-17

Early childhood motor development learning requires a physical environment that ensures bodily comfort, safety, and equitable access for all children. This study aims to analyze the arrangement of learning spaces for early childhood motor development from the perspectives of ergonomics and Universal Design for Learning (UDL). A qualitative approach was employed through a literature review and conceptual analysis of ergonomic furniture practices, children’s body posture, and the flexibility of learning spaces. The analysis shows that the use of furniture suited to children’s body sizes, supportive working postures, and flexible spatial layouts play an important role in facilitating fine motor activities. Comfortable physical conditions help children maintain focus and hand‑movement control when performing manipulative tasks. The UDL perspective strengthens these findings by emphasizing the provision of choices in positions, tools, and ways of engaging in activities based on the diversity of children’s motor abilities. Therefore, ergonomic and inclusive learning space design is a fundamental foundation for supporting optimal and equitable fine motor development in early childhood.

Melatih Kemampuan Bahasa Verbal Anak Usia 0-3 Tahun Melalui Kegiatan Membacakan Buku

Sumiyati Sumiyati — 2026-07-17

The purpose of this study is to determine the verbal language abilities of children aged 0-3 years through book reading activities. This research is motivated by empirical evidence that most of the children at Mozaik Al Mecca Daycare experience speech delay. Therefore, verbal language skills must be stimulated from an early age, so that children can have a large vocabulary and be able to communicate verbally well. This research is a qualitative descriptive type based on case studies. Data in this study were collected through interviews, observations, and document studies. The results indicate that reading books has a significant impact on children's verbal language skills at Mozaik Al Mecca Daycare. This is shown by the child's ability to respond to the educator, imitate the words taught by the educator, and the ability to imitate mouth movements exemplified by the educator for children who have not yet achieved speaking skills. The habit of reading books is very important so that children have optimal verbal language skills, whether carried out by educators or by parents at home.

Pengembangan Media Joyful Reading dalam Meningkatkan Kemampuan Membaca Awal Anak Usia 5-6 Tahun

Novia Rahmi — 2026-07-17

Mobile technology's quick development tends to promote broader usage, particularly when it comes to preschool education. The goal of this project is to provide Joyful Reading materials that will enable children at Pembina 1 Pekanbaru State Kindergarten, ages 5 to 6, develop their basic reading abilities. This study was motivated by the large number of kids who struggle with early reading skills, including the inability to read simple words, recognize letters, and discern letter sounds, as well as the usage of less engaging and conventional learning materials. Research and development (R&D) utilizing the ADDIE model—analysis, design, development, implementation, and evaluation—was the methodology employed in this work. Small-scale testing, expert validation, interviews, and observation were used to gather data. According to the findings, the Joyful Reading media was rated as "Very Feasible" by 100% of material experts, 91.66% of media experts, and 98.33% of education experts. Additionally, a "Very Feasible" category yielded a percentage of 93.75% from a small experiment with six youngsters. As a result, it is determined that the Joyful Reading media satisfies the criteria and helps kids between the ages of five and six develop their basic reading abilities.

Implementasi Interactive Flat Panel Dalam Meningkatkan Literasi Numerasi Anak Usia Dini

Hartini Hartini — 2026-07-17

This descriptive qualitative study explores the use of innovative Interactive Flat Panel (IFP) technology to enhance early childhood numeracy skills, which are crucial for critical thinking yet often taught passively. The research subjects involved a teacher and 17 students from group B2 (aged 5–6 years) at TK Mutiara YPMK, South Solok. Data were collected through observation, interviews, and documentation. The findings indicate that the touchscreen features of the IFP successfully satisfied students' curiosity, increasing their interest, active engagement, and understanding of basic numeracy concepts (number recognition, quantity, patterns, and basic arithmetic). As a collaborative multisensory medium that integrates the concept of learning through play, IFP is recommended as a progressive learning tool to improve early childhood numeracy literacy.

Eksplorasi Mindful Parenting Pada Orangtua Anak Berkebutuhan Khusus

Alucyana Alucyana — 2026-07-19

This study aims to explore the experiences of parents of children with special needs in implementing mindful parenting in their daily lives. The study used a qualitative approach with a phenomenological approach, involving six parents as purposively selected subjects. Data were collected through in-depth interviews, observation, and documentation, then analyzed using Miles and Huberman's interactive analysis technique. The results showed that most parents did not yet understand the concept of mindful parenting theoretically, but had applied some aspects intuitively. The main challenges faced included difficulty in emotional control, lack of empathetic communication, and the process of accepting the child's condition. Nevertheless, parents showed progress in self-acceptance and more adaptive parenting efforts over time.

Utilizing Digital Interactive Boards And Student Room Platforms In The Digitalization Of Early Childhood Education

Norhikmah Norhikmah — 2026-07-20

This study aims to analyze the opportunities and challenges of utilizing Digital Interactive Boards (PID) and the Ruang Murid Platform (Student Room Platform) in the digitalization of Early Childhood Education (ECE). This study employed a qualitative approach using a library research method. Data were obtained from scientific journals, books, and relevant research articles, then analyzed descriptively and analytically. The findings show that the utilization of PID and the Ruang Murid Platform is able to create more interactive and varied learning, support children’s learning engagement, and strengthen communication between teachers and parents. However, the implementation of digitalized learning in ECE still faces challenges, including limited teachers’ digital competence, inadequate facilities and infrastructure, and low parental involvement in the use of digital platforms. In addition, the use of technology in ECE needs to be implemented proportionally so that it does not reduce children’s social interaction, play activities, and concrete learning experiences. Therefore, collaboration among teachers, parents, and educational institutions is needed to optimize sustainable digital-based learning in ECE.