Optimalisasi Kompetensi Pedagogi Digital Aman dan Etis Guru TK Melalui Pembelajaran Mendalam
DOI:
https://doi.org/10.47065/jpm.v7i2.3530Keywords:
Kindergarten Teachers; Digital Pedagogical Competence; Digital Literacy; Deep Learning; Digital SafetyAbstract
Digital pedagogical transformation in early childhood education continues to face practical challenges, particularly teachers’ limited capacity to design technology-enhanced learning that is safe, ethical, developmentally appropriate, and integrated with meaningful learning experiences. The program involved kindergarten teachers affiliated with IGTKI Bekasi City who required further support in strengthening their digital pedagogical competence, particularly in content selection, privacy protection, appropriate use of digital media, and the integration of digital activities with play, dialogue, exploration, creative work, and reflection. This community service program aimed to optimize kindergarten teachers’ safe and ethical digital pedagogical competence through a deep learning approach emphasizing meaningful, mindful, and joyful learning. The program was conducted on 6–7 August 2026 with 25 teachers using a participatory and practice-based approach that included interactive presentations, case studies, simulations, group work, lesson design, simple digital media production, presentations, peer review, reflection, and follow-up mentoring. Program outcomes were evaluated using a 25-item pre-test and post-test, followed by descriptive analysis of 25 responses and 24 matched datasets. The results showed that the mean score increased from 90.64 to 98.48, the median from 96 to 100, the minimum score from 70 to 90, and the proportion of participants achieving a perfect score increased from 44% to 84%. Among the 24 matched responses, the mean score increased by 8.17 points; 12 participants improved, eight remained unchanged, and four showed lower scores. These findings indicate a stronger and more consistent conceptual understanding of safe, ethical, and child-centered digital pedagogy. In practical terms, this mentoring model may serve as a basis for developing teacher communities of practice, followed by classroom trials, observation of teacher–child interactions, peer mentoring, and documentation of children’s responses to verify changes in teaching practice.
Downloads
References
Adindan, W., Aprida, S. N., Sanjaya, T. M., & Sarwendah, S. (2025). Pelatihan Deep Learning dalam Kurikulum PAUD untuk Guru Pendidikan Anak Usia Dini. Jurnal Inovasi Penelitian Dan Pengabdian Masyarakat, 5(2), 246–255. https://doi.org/10.53621/jippmas.v5i2.649
Antoninis, M., Alcott, B., Al Hadheri, S., April, D., Fouad Barakat, B., Barrios Rivera, M., Baskakova, Y., Barry, M., Bekkouche, Y., & Caro Vasquez, D. (2023). Global Education Monitoring Report 2023: Technology in education: A tool on whose terms? https://unesdoc.unesco.org/ark:/48223/pf0000385723.locale=en
Audrin, C., & Audrin, B. (2022). Key factors in digital literacy in learning and education: a systematic literature review using text mining. Education and Information Technologies, 27(6), 7395–7419. https://doi.org/10.1007/s10639-021-10832-5
Bali, E. N., Windiarti, R., Kristanto, W., Jaya, P. R. P., & Dima, R. K. (2025). Lokakarya Pendekatan Deep Learning di PAUD: Integrasi Prinsip, Pengalaman Belajar, dan Kerangka Pembelajaran. Abdimas Pedagogi: Jurnal Ilmiah Pengabdian Kepada Masyarakat, 8(2), 172–179. https://doi.org/10.17977/um050v8i22025p172-179
Eliasson, S., Peterson, L., & Lantz-Andersson, A. (2023). A systematic literature review of empirical research on technology education in early childhood education. International Journal of Technology and Design Education, 33(3), 793–818. https://doi.org/10.1007/s10798-022-09764-z
Falloon, G. (2020). From digital literacy to digital competence: the teacher digital competency (TDC) framework. Educational Technology Research and Development, 68(5), 2449–2472. https://doi.org/10.1007/s11423-020-09767-4
Gardner-Neblett, N., Henk, J. K., Vallotton, C. D., Rucker, L., & Chazan-Cohen, R. (2021). The what, how, and who, of early childhood professional development (PD): Differential associations of PD and self-reported beliefs and practices. Journal of Early Childhood Teacher Education, 42(1), 53–75. https://doi.org/10.1080/10901027.2020.1735584
Hapidin, H., Gunarti, W., Pujianti, Y., & Suharti, S. (2023). Penerapan Model Pembelajaran Proyek Bermuatan Konten TEAM melalui Media Komik dalam Implementasi Kurikulum Merdeka di Satuan PAUD. Jurnal Abdimas Prakasa Dakara, 3(2), 126–133. https://doi.org/10.37640/japd.v3i2.1781
Islami, A. N. M., Kurnia, R., Afifah, F., Yusran, R., & Makkasau, A. (2026). Pelatihan Pengembangan Media Pembelajaran Interaktif Berbasis Canva untuk Meningkatkan Kompetensi Digital Guru TK. Nuras: Jurnal Pengabdian Kepada Masyarakat, 6(3), 1245–1255. https://doi.org/10.36312/nuras.v6i3.1706
Khairanis, R., & Aldi, M. (2024). Interaksi pembelajaran berbasis teknologi dalam pengembangan profesi guru: Menciptakan lingkungan belajar yang menarik dan interaktif. Journal Central Publisher, 2(2), 1593–1607. https://doi.org/10.60145/jcp.v2i2.343
Masoumi, D., & Noroozi, O. (2025). Developing early career teachers’ professional digital competence: A systematic literature review. European Journal of Teacher Education, 48(3), 644–666. https://doi.org/10.1007/s10639-020-10399-7
Mertala, P. (2019). Digital technologies in early childhood education–a frame analysis of preservice teachers’ perceptons. Early Child Development and Care, 189(8), 1228–1241. https://doi.org/10.1016/j.chb.2019.08.003
Miranda, G. L., & Sampaio, M. N. (2025). PCK and TPACK Models: Theoretical Foundations and Literature Review. Digital and Cultural Influences on the Development of Pedagogical Content Knowledge (PCK) and TPACK, 1–28. https://doi.org/10.4018/979-8-3373-2267-4.ch001
Nadar, W., & Pujianti, Y. (2024). Pendampingan Pembelajaran Bagi Guru PAUDQU dan TPQ Al Ikhlas: Bermain dan Belajar Menyenangkan Bagi Anak. Jurnal Abdimas Prakasa Dakara, 4(1), 65–72. https://doi.org/10.37640/japd.v4i1.1780
Nuril Imamah, Fitriani, Dinda Hasyiffa, Ida Mulyani, Rupini, R., & Sri Pujianti. (2025). Workshop Literasi Digital Bagi Guru Paud Dalam Meningkatkan Kualitas Pembelajaran Berbasis Teknologi. Pengabdian Masyarakat Sumber Daya Unggul, 3(2 SE-Articles), 77–82. https://doi.org/10.37985/pmsdu.v3i2.1146
Oakley, G. (2020). Developing pre-service teachers’ technological, pedagogical and content knowledge through the creation of digital storybooks for use in early years classrooms. Technology, Pedagogy and Education, 29(2), 163–175. https://doi.org/10.1080/1475939X.2020.1729234
Pires Pereira, Í. S., Parente, M. C. C., & da Silva, M. C. V. (2023). Digital literacy in early childhood education: what can we learn from innovative practitioners? International Journal of Early Years Education, 31(1), 287–301. https://doi.org/10.1080/09669760.2021.1892598
Pujianti, Y., Nadar, W., & Wijaya, P. K. (2023). Melestarikan Permainan Tradisional sebagai Kearifan Lokal dalam Menstimulasi Perkembangan Anak Usia Dini di SPS Tunas Mulia Bantar Gebang. Jurnal Abdimas Prakasa Dakara, 3(2), 134–142. https://doi.org/10.37640/japd.v3i2.1850
Pujianti, Y., Syarah, E. S., & Gunarti, W. (2023). Teacher’s Understanding of Project Learning Models through Children’s Comics with STEAM Content in Indonesia. Jurnal Pendidikan Usia Dini, 17(1), 82–97. https://doi.org/10.21009/JPUD.171.06
Putri, S. U., Restya, D. N., Rafifah, F. A., & Muklis, F. A. (2024). Pelatihan Penggunaan Book Creator Sebagai Media Pembelajaran Digital Bagi Guru-guru PAUD. Abdimas Galuh, 6(2), 1577–1589. https://doi.org/10.25157/ag.v6i2.15395
Romadloni, N. T., Penatari, R. I., Septiyanti, N. D., Kurniawan, W., Bintang, R. A., & Pratomo, C. H. (2024). Meningkatkan Literasi Digital Siswa Melalui Pengembangan Kapasitas Guru. JPM: Jurnal Pengabdian Masyarakat, 5(1), 47–55. https://doi.org/10.47065/jpm.v5i1.2005
Sa’diyah, Z., Fitriyah, D. N., Rozi, F., & Rosyida, F. A. (2025). Optimalisasi Teknologi Digital untuk Menyusun Media Pembelajaran berbasis Gamifikasi di Madrasah. JPM: Jurnal Pengabdian Masyarakat, 6(2), 288–295. https://doi.org/10.47065/jpm.v6i2.2608
Silitonga, I. D. B., Sihombing, P. S. R., Jumaria, S., Tambunan, M. A., & Sihombing, B. (2026). Penguatan Kompetensi Guru melalui Pelatihan Pengembangan Bahan Ajar dan Media Pembelajaran Berbasis Artificial Intelligence (AI). JPM: Jurnal Pengabdian Masyarakat, 7(1), 208–221. https://doi.org/10.47065/jpm.v7i1.3443
Sims, S., & Fletcher-Wood, H. (2021). Identifying the characteristics of effective teacher professional development: A critical review. School Effectiveness and School Improvement, 32(1), 47–63. https://doi.org/10.1080/09243453.2020.1772841
Tinmaz, H., Lee, Y.-T., Fanea-Ivanovici, M., & Baber, H. (2022). A systematic review on digital literacy. Smart Learning Environments, 9(1), 21. https://doi.org/10.1186/s40561-022-00204-y
Wulandari, H., Zakia, A. S., Zakiya, A. P., Lestari, L., & Nurmalasari, S. (2024). Pelatihan Pemanfaatan Teknologi Digital" Story Weaver & Let’s Read" Pada Guru Tk Untuk Pembelajaran Anak Usia Dini. Martabe: Jurnal Pengabdian Kepada Masyarakat, 7(2), 562–570. https://doi.org/10.31604/jpm.v7i2.562-570
Bila bermanfaat silahkan share artikel ini
Berikan Komentar Anda terhadap artikel Optimalisasi Kompetensi Pedagogi Digital Aman dan Etis Guru TK Melalui Pembelajaran Mendalam
ARTICLE HISTORY
How to Cite
Issue
Section
Copyright (c) 2026 Hapidin Hapidin, Yuli Pujianti, Fatimah Noor Isnaini, Gemala Ranti
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (Refer to The Effect of Open Access).
