@phdthesis{digilib72371,
           month = {July},
           title = {STRATEGI GURU DALAM MEMANFAATKAN TEKNOLOGI INFORMASI DAN KOMUNIKASI (TIK) PADA PEMBELAJARAN ANAK USIA 5-6 TAHUN DI TK NEGERI 2 YOGYAKARTA},
          school = {UIN SUNAN KALIJAGA YOGYAKARTA},
          author = {NIM.: 21104030030 Ismatur Rahmi},
            year = {2025},
            note = {Fahrunnisa, M.Psi.},
        keywords = {Strategi Guru, Teknologi Informasi Dan Komunikasi, Pembelajaran Anak Usia Dini, Taman Kanak-Kanak},
             url = {https://digilib.uin-suka.ac.id/id/eprint/72371/},
        abstract = {The use of information and communication technology in early childhood learning is an important part of creating an engaging and modern learning process. This study aims to describe teachers' strategies in utilizing information and communication technology, the obstacles encountered, and efforts to overcome them in the learning of 5-6 year old children at Yogyakarta State Kindergarten 2. The research method used a descriptive qualitative approach with data collection techniques through observation, in-depth interviews, and documentation. Data were analyzed inductively through the stages of data reduction, data presentation, and conclusion drawing to obtain a complete picture.
The research results indicate that teachers' strategies include planning by developing teaching modules containing digital media, integrating media into learning activities, implementing technology-based learning by showing educational videos and thematic songs, and evaluating and documenting through direct observation and storing digital materials as a portfolio of children's development. Challenges faced by teachers include limited facilities, such as the lack of a permanent projector, uneven teacher competency in technology use, and dependence on support staff. To overcome these challenges, teachers arrange equipment and position children, participate in learning communities, foster independence in operating devices, and manage the classroom to maintain a conducive environment during technology-based learning.
The findings of this study indicate that the use of information and communication technology (ICT) when planned in a structured manner can increase children's attention, motivation, and active engagement in the learning process. The strategies employed by teachers also demonstrate adaptation and creativity, which are essential for supporting early childhood learning in the digital era and can serve as a reference for other teachers in optimizing the use of digital media in the classroom.}
}