Devotion to Roudhoh Kindergarten Plus Teachers Using the Learning Apps Application

Authors

DOI:

https://doi.org/10.58330/ese.v1i5.235

Keywords:

Early Childhood, Technology, LearningApps

Abstract

This article reviews technology-based learning for early childhood. This study aims to provide learning knowledge to teachers on how to create technology-based learning media, especially e-learning on the web, namely learning apps. This type of research is qualitative research while the research instrument is the observation of the researcher finding the result that the teacher can make learning media through learning apps with various themes. Current technological developments make it easier for humans to carry out various activities. Learning using learning apps can add experience and insight for teachers. As well as making it easier for teachers to give assignments to children that can be used anywhere and anytime, children can reuse them when they want to learn while playing.

References

Abdullah, A. H., Yaman, S. K., Mohammad, H., & Hassan, P. F. (2018). Construction manager’s technical competencies in Malaysian construction projects. Engineering, Construction and Architectural Management, 25(2), 153–177. https://doi.org/10.1108/ECAM-07-2016-0176

Adhi, S., Achmad, D., & Herminarto, S. (2022). Developing a blended learning model in islamic religious education to improve learning outcomes. International Journal of Information and Education Technology, 12(2), 100–107.

Alashry, S. A. A.-N., Qoura, A. A.-S., & Gohar, R. H. A.-A. (2019). The Impact of Frayer Model and Contextual Redefinition strategy on Improving Preparatory Stage Pupils’ Vocabulary Learning. Journal of Research in Curriculum Instruction and Educational Technology, 4(4), 11–36. https://doi.org/10.21608/jrciet.2019.31954

Arif, K. M. (2022). Revisiting Behaviourism Theory of Learning: An outline with Islamic Education. TSAQAFAH, 18(2), 291–314.

Aufa, M. N., Rusmansyah, R., Hasbie, M., Jaidie, A., & Yunita, A. (2021). The Effect of Using e-module Model Problem Based Learning (PBL) Based on Wetland Environment on Critical Thinking Skills and Environmental Care Attitudes. Jurnal Penelitian Pendidikan IPA, 7(3), 401–407. https://doi.org/10.29303/jppipa.v7i3.732

Azis, A., Abou-Samra, R., & Aprilianto, A. (2022). Online Assessment of Islamic Religious Education Learning. Tafkir: Interdisciplinary Journal of Islamic Education, 3(1), 60–76.

Baker, T., & Clark, J. (2010). Cooperative learning–a double‐edged sword: A cooperative learning model for use with diverse student groups. Intercultural Education, 21(3), 257–268.

Chaidi, I., & Drigas, A. (2022). Emotional Intelligence and Learning, and the Role of ICTs. Technium Social Sciences Journal, 35, 56. https://heinonline.org/HOL/Page?handle=hein.journals/techssj35&id=56&div=&collection=

Engeness, I. (2021). Developing teachers’ digital identity: Towards the pedagogic design principles of digital environments to enhance students’ learning in the 21st century. European Journal of Teacher Education, 44(1), 96–114.

Hilyana, F. S., & Khotimah, T. (2021). Analysis of Student Activities in E-learning Based on Multiple Intelligences. Journal of Physics: Conference Series, 1779(1), 012054.

Wanarti, P., Ismayanti, E., Peni, H., & Yamasari, Y. (2016). The Enhancement of Teaching-Learning Process Effectiveness through The Development of Instructional Media Based on E-learning of Surabaya’s Vocational Student. 6th International Conference on Educational, Management, Administration and Leadership.

Zamora-Polo, F., Corrales-Serrano, M., Sánchez-Martín, J., & Espejo-Antúnez, L. (2019). Nonscientific university students training in general science using an active-learning merged pedagogy: Gamification in a flipped classroom. Education Sciences, 9(4), 297.

Downloads

Published

2023-05-17

Issue

Vol. 3 No. 1 (2024): June

Section

Articles

License

Copyright (c) 2023 Idat Muqodas, Luthfiyyah Ghaida Sajidah, Nafa Hidayaturrachman, Nida Imtinan jayaputri, Ria Yuliana Prasojo

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Authors who choose to publish their work with Experimental Student Experiences agree to the following terms:

  1. Copyright Retention: Authors retain the copyright to their work and acknowledge that Experimental Student Experiences (ESE) is the first publisher. The work is licensed under a Creative Commons Attribution-ShareAlike License (CC BY-SA). This license allows others to distribute, remix, adapt, and build upon the work, even for commercial purposes, as long as proper attribution is given to the original source and any derived works are shared under the same license.

  2. Additional Distribution: Authors have the freedom to enter into separate contractual arrangements for the non-exclusive distribution of the published version of their work by ESE. This includes the ability to post the work in institutional repositories, publish it in books, or distribute it through other channels. In such cases, authors should provide appropriate acknowledgment of the initial publication in ESE.

  3. Online Posting and Preprints: Authors are permitted and strongly encouraged to share their work online before and during the submission process. This includes posting the work in institutional repositories, personal websites, or preprint servers. Such practices can foster productive scholarly exchanges and lead to increased visibility and citation of the published work.

How to Cite

Devotion to Roudhoh Kindergarten Plus Teachers Using the Learning Apps Application. (2023). Experimental Student Experience, 3(1), 453-457. https://doi.org/10.58330/ese.v1i5.235