ANALISIS PENGARUH TEKNOLOGI TERHADAP EFEKTIVITAS ASESMEN PERKEMBANGAN SOSIAL-EMOSIONAL ANAK USIA DINI
DOI:
https://doi.org/10.23969/jp.v10i02.28825Keywords:
Technology, social-emotional development assessments, early childhood education (ECE)Abstract
This study aims to examine the impact of technology use on the effectiveness of social development assessments in early childhood. The issues addressed include the challenges of integrating technology into the decision-making process and early childhood education (ECE) teachers’ perspectives on its use. The method employed in this study is a qualitative descriptive approach based on literature review, focusing on various relevant scientific sources from the past ten years. The results indicate that interactive technologies, such as educational applications and digital games, can enhance children's engagement and facilitate more efficient data collection. However, the study also identifies challenges, such as potential dependency on technology and reduced social interaction, which may hinder child development. Therefore, training for educators in the effective use of technology is crucial to improving the quality of education and social assessment in children. This research is expected to contribute both theoretically and practically to the development of more accurate and contextual assessments, and serve as a guide for policy-making in promoting the targeted use of technology in early childhood education.Downloads
References
Anggraeni, N., & Listiana, A. (2023). The Role of Contemporary Pedagogical Technology in ECE: A Systematic Literature Review. Indonesian Journal of Educational Research and Review, 6(1), 99–110.
Anggraini, N. P., Ginting, S. A. B., & Dazura, W. (2023). Pengaruh Perkembangan Sosial Emosional pada Perilaku Anak Usia Dini. Hukum Dan Demokrasi, 23(1), 31–39. https://doi.org/10.61234/hd.v23i1.13
Anjani, R., & Indonesia, U. P. (2025). Literature Review : Dampak Teknologi Digital terhadap Regulasi Emosi Anak Usia Dini dan Peran Pengawasan Orang Tua. 04(02), 1–21.
Asmayawati, A. (2023). Can Technology Initiate The Enhancement of Digital Literacy in Early Childhood? Evidence From Indonesia. International Journal of Current Science Research and Review. https://doi.org/10.47191/ijcsrr/v6-i11-25
Budiarti, E., & Yasmin Adar, S. (2023). Impact of Digital Media on Social-Emotional Development in Early Childhood: A Case Study at TK Kartika XX-46 Kendari. Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini, 8(2), 89–98. https://doi.org/10.14421/jga.2023.82-04
Chen, R., & MacCallum, K. (2023). Parental perceptions on children’s use of digital technology. https://doi.org/10.14742/apubs.2023.715
Cloney, D. (2023). Assessment is coming and the early childhood sector must lead the way. https://doi.org/10.37517/978-1-74286-715-1-1
Damayanti, N. A. (2024). Asesmen Perkembangan Sosial Emosional Anak Usia 5-6 Tahun di TK Al-Ihsan pada Kegiatan Permainan Membuat Bentuk Manusia dari Berbagai Media. 10(2), 251–261.
Emi, C., Sardin, S., Pramudia, J. R., Sukmana, C., & Ferianti, F. (2024). Educational Technology in Early Childhood Education: A Systematic Literature Review. The Eurasia Proceedings of Educational and Social Sciences, 35, 38–45. https://doi.org/10.55549/epess.799
Fajrin, A. A., Tukino, T., & Elisa, E. (2023). Pelatihan komputer dasar terhadap kemampuan pendidik paud dalam pemanfaatan tik. Jurnal Puan Indonesia, 5(1), 247–254. https://doi.org/10.37296/jpi.v5i1.171
Hikmah, Wongsonadi, S. K., Hartati, S., & Jahja, Y. (2024). Enhancing Early Childhood Social-Emotional Skills through Innovative Interactive Learning Media. 3, 526–544.
Kartini, Aqil Ramadhan, I., Bas Praptama, R., Salsabila, K., Atsni Sudarmansyah, H. M., Ul Jannah, L., … Tadzkiya Aulia. (2024). Filsafat Komunikasi, Sistematika Berfikir dan Fenomena Komunikasi. Da’watuna: Journal of Communication and Islamic Broadcasting, 4(3), 1414–1425. https://doi.org/10.47467/dawatuna.v4i3.1197
Krasch, D., & Carter, D. R. (2009). Monitoring Classroom Behavior in Early Childhood: Using Group Observation Data to Make Decisions. Early Childhood Education Journal, 36(6), 475–482. https://doi.org/10.1007/S10643-009-0316-1
Kurian, A., Sharma, M. L., & Ashokan, V. (2025). Leveraging Digital Tools for Enhancing Assessments in Early Childhood Education: Opportunities and Challenges. Asian Journal of Education and Social Studies, 51(1), 109–118. https://doi.org/10.9734/ajess/2025/v51i11731
Linzarini, A., da Silva, D. M., & Catarino, D. (2024). Innovative tools for the direct assessment of social and emotional skills.
Lucci, D. (2016). Technology Enhances Social-Emotional Intelligence in Individuals with Autism Spectrum Disorders. Academic Press. https://doi.org/10.1016/B978-0-12-801737-1.00008-1
Maulinda, R., Subhan, R., Yuliah, Y., & Abdullah, D. (2024). The Influence of Learning Technology on Early Childhood Literacy Development in Indonesia. Deleted Journal, 1(4). https://doi.org/10.70177/ijlul.v1i4.688
Nasution, F. (2023). Pengaruh Perkembangan Sosial Emosional pada Perilaku Anak Usia Dini. El-Mujtama, 3(3), 811–820. https://doi.org/10.47467/elmujtama.v3i3.3000
Neumann, M. M., Anthony, J. L., Erazo, N. A., & Neumann, D. L. (2019). Assessment and Technology: Mapping Future Directions in the Early Childhood Classroom. Frontiers in Education, 4(October), 1–13. https://doi.org/10.3389/feduc.2019.00116
Octaviana, E., & Asih, S. W. (2022). Analisis Penggunaan Gadget pada Perkembangan Sosial Emosional Anak di PAUD Darul Aman Kabupaten Temanggung. Jurnal Ilmu Pendidikan Dan Sains Islam Interdisipliner, 1(1), 53–62. https://doi.org/10.59944/jipsi.v1i1.15
Ogegbo, A. A., & Aina, A. Y. (2020). Early childhood development teachers’ perceptions on the use of technology in teaching young children. South African Journal of Childhood Education, 10(1), 10. https://doi.org/10.4102/SAJCE.V10I1.880
P, V. A. E., Firanti, A., Harahap, L. H., Mawardani, M. A., & Perangin-angin, D. (2024). Peningkatan Teknologi Interaktif terhadap Pengembangan Sosial dan Emosional Pendidikan Anak Usia Dini ( PAUD ). 3(4), 281–289. https://doi.org/10.55123/abdikan.v3i4.4285
Paripurnanti, Y., Mustaji, M., & Jannah, M. (2018). Use Assessment Screening Socio-Emotional Development by Teachers Playgroup. 705–709. https://doi.org/10.2991/ICEI-18.2018.160
Rafiyya, A., Kraiwanit, T., Limna, P., Sonsuphap, R., Kasrisom, A., & Snongtaweeporn, T. (2024). Early childhood social-emotional development: an impact on a developing country. International Journal of Evaluation and Research in Education, 13(5), 3081–3089. https://doi.org/10.11591/ijere.v13i5.29462
Rinekasari, N., Jubaedah, Y., Sulastri, M. S., Arlianty, L. S., & Sholilhah, A. N. (2021). Measuring Tool of Children’s Social-Emotional Development Through Digital Technology. 196–200. https://doi.org/10.2991/ASSEHR.K.210203.116
Singh, C. K., & Annu. (2021). The Emergence of Emotional Intelligence and Self- Regulation in Early Years. Current Journal of Applied Science and Technology, 53–60. https://doi.org/10.9734/CJAST/2021/V40I1731434
Solang, D. J., Yunus, M., Rukmini, B. S., Kurnia, K., & Umam, K. (2024). The Impact of Early Childhood Education on Long-Term Outcomes. The Journal of Academic Science., 1(4), 350–361. https://doi.org/10.59613/7pvaa271
Sulistyowati, D. N., Hidayat, A., Nurajijah, N., & Fauziah, S. (2024). Pelatihan Penggunaan Aplikasi Edukasi Digital untuk Meningkatkan Keterampilan Pembelajaran Anak Usia Dini. Gendis, 2(3), 61–65. https://doi.org/10.56724/gendis.v2i3.295
Suretdawati, L. (2022). Systematic Literature Review: Kemampuan Berpikir Kreatif Pada Pembelajaran Matematika. Jurnal Pendidikan Madrasah, 7(2), 109–114. https://doi.org/10.31949/dm.v3i1.914
Yi, H., Liu, T., & Lan, G. (2023). The key artificial intelligence technologies in early childhood education: a review. Artificial Intelligence Review, 57, 12. https://doi.org/10.1007/s10462-023-10637-7
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Pendas : Jurnal Ilmiah Pendidikan Dasar
This work is licensed under a Creative Commons Attribution 4.0 International License.
