Published date: Oct 30 2023

Journal Title: KnE Social Sciences

Issue title: 5th Social and Humaniora Research Symposium (5th SoRes)

Pages: 590–597

DOI: 10.18502/kss.v8i18.14260

Ferry Darmawanferry@unisba.ac.idUniversitas Islam Bandung, Bandung, Indonesia

Arif HakimUniversitas Islam Bandung, Bandung, Indonesia

Venny SevtianyUniversitas Islam Bandung, Bandung, Indonesia

The advent of the Industrial Revolution 4.0 and its subsequent transition to the Society 5.0 era necessitates that PAUD (Early Childhood Education) teachers enhance their knowledge and skills in Communication Technology. To meet this demand, teachers are encouraged to create their own teaching media using visual communication technology instead of relying solely on pre-existing products, such as storybooks from bookstores produced by printing companies. A preliminary study in Cicalengka District, Bandung Regency, revealed that PAUD teachers face challenges in developing information technology-based learning media. Therefore, this study aims to improve the skills of PAUD teachers in creating independent teaching media using Visual Communication Technology. The research includes ten teachers from Raudhatul Athfal in Cicalengka District as the study subjects. The research method employed is descriptive-analytic, and data collection techniques involve the use of test equipment. The analysis is conducted using different tests to assess the impact of the training. The study’s results demonstrate a significant improvement in PAUD teachers’ knowledge after undergoing training in creating teaching media based on visual communication technology. As a result, this training activity is highly beneficial for PAUD teachers in Cicalengka District.

Keywords: information and communication technology, early childhood teacher, independent teaching media, visual communication

[1] Nurjanah NE, Mukarromah TT. Pembelajaran Berbasis Media Digital Pada Anak Usia Dini Di Era Revolusi Industri 4.0 : studi Literatur. Jurnal Ilmiah Potensia. 2021 Jan;6(1):66–77.

[2] Darmawan F, Hakim A, Nurhidayah PS, Darmawan F, Nurhidayah PS. Gim ASIK sebagai Metode Komunikasi Visual dalam Pengembangan Karakter Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini. 2022;6(3):2266–2275.

[3] Chambers R. “PRA : Participatory Rural Appraisal : memahami desa secara partisipatif,” 2002.

[4] Rochdyanto S. “Rochdyanto, Saiful. 2000. Langkah-langkah Pelaksanaan Metode PRA.” not publish, yogyakarta, 2000.

[5] Mohd Razali N, Bee Wah Y. Power comparisons of Shapiro-Wilk, Kolmogorov- Smirnov, Lilliefors and Anderson-Darling tests. Journal of Statistical Modeling and Analytics. 2011;2(1):21–33.

[6] Muntiani T, Karim MB, Nazarullail F. The development of animation video-based learning media for introducing discipline to children aged 4-5 years. Child Education Journal. 2021 Dec;3(3):162–168.

[7] Obsesi J, et al. Pengenalan Mitigasi Bencana Banjir untuk Anak Usia Dini melalui Media Digital Video Pembelajaran. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini. 2022 Sep;6(6):5747–5756.

[8] Rini DR, Wisesa AM, Wulandari RT, Prihandini TF. Innovation for early childhood based on augmented reality. Improving Assessment and Evaluation Strategies on Online Learning. 2022;( Jun):16–22.

[9] Zomer RN. “Technology use in early childhood education: A review of the literature”. https://doi.org/10.51357/jei.v1i1.45

[10] Rosmiati A, Kurniawan RA, Prilosadoso BH, Panindias AN. “Aspects of visual communication design in animated learning media for early childhood and kindergarten.” International Journal of Social Sciences (Islamabad). 2020;3(1):122– 126.

[11] Kaynar N, Sadik O, Boichuk E. “Technology in early childhood education: Electronic books for improving students’ literacy skills”. https://doi.org/10.1007/s11528-020- 00520-5