Understanding Teacher's Perspectives in Media Literacy Education as an Empowerment Instrument of Blended Learning in Early Childhood Classroom

JPUD - Jurnal Pendidikan Usia Dini

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Title Understanding Teacher's Perspectives in Media Literacy Education as an Empowerment Instrument of Blended Learning in Early Childhood Classroom
 
Creator Siti Syarah, Erie
Mayuni, Ilza
Dhieni, Nurbiana
 
Description Teacher's abilities to understand the benefits and use of media literacy play an important role in dealing with children as digital natives. Media literacy education can be an instrument through the use of blended-learning websites to address the challenges of education in the 21st century and learning solutions during and after the Covid-19 pandemic. This study aims to figure the teacher's perspective in understanding media literacy as an instrument for implementing blended-learning in early-childhood classes. Using a qualitative approach, this study combines two types of data. Data collection involved kindergarten teachers, six people as informants who attended the interviews and twenty-six participants who filled out questionnaires. Typological data analysis was used for qualitative data as well as simple statistical analysis to calculate the percentage of teacher perspectives on questionnaires collected the pandemic. The findings show five categories from the teacher's perspective. First, about the ability to carry out website-based blended-learning and the use of technology in classrooms and distance learning is still low. It must be transformed into more creative and innovative one.  Encouraging teacher awareness of the importance of media literacy education for teachers as a more effective integrated learning approach, especially in rural or remote areas, to be the second finding. Third, national action is needed to change from traditional to blended-learning culture. Fourth, the high need for strong environmental support, such as related-party policies and competency training is the most important finding in this study. Finally, the need for an increase in the ease of access to technology use from all related parties, because the biggest impact of the Covid-19 pandemic is on ECE, which is closely related to the perspective of teachers on technology. The research implication demands increase in technology systems and connections between educators, parents, institutional managers, and education policy holders, for ECE services in urban areas for disadvantaged children, and all children in rural or remote areas.
 Keywords: Blended Learning, Early Childhood Classroom, Media Literacy Education
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Publisher Program Studi Magister Pendidikan Anak Usia Dini
 
Date 2020-11-30
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
 
Format application/pdf
 
Identifier http://journal.unj.ac.id/unj/index.php/jpud/article/view/17370
10.21009/JPUD.142.01
 
Source Jurnal Pendidikan Usia Dini; Vol 14 No 2 (2020): Jurnal Pendidikan Usia Dini Volume 14 Number 2 November 2020 ; 201 - 214
JURNAL PENDIDIKAN USIA DINI; Vol 14 No 2 (2020): Jurnal Pendidikan Usia Dini Volume 14 Number 2 November 2020 ; 201 - 214
2503-0566
1693-1602
10.21009/10.21009/JPUD.142
 
Language eng
 
Relation http://journal.unj.ac.id/unj/index.php/jpud/article/view/17370/9584
 
Rights Copyright (c) 2020 Jurnal Pendidikan Usia Dini
 

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