ANALISIS KONTEN APLIKASI SERIAL BELAJAR SI KECIL (SECIL) UNTUK PEMBELAJARAN ANAK USIA 4-6 TAHUN

Ummi Uswatun Hasanah, NIM.: 19104030017 (2026) ANALISIS KONTEN APLIKASI SERIAL BELAJAR SI KECIL (SECIL) UNTUK PEMBELAJARAN ANAK USIA 4-6 TAHUN. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

Advancements in digital technology have driven the adoption of educational applications as learning tools for early childhood. Digital learning apps must feature content and activities aligned with children's developmental characteristics, particularly cognitive development. This study aims to describe the learning features of the *Secil Pelajaran Anak Usia Dini* (Secil Early Childhood Lessons) application and analyze the alignment of its content with aspects of early childhood cognitive development. A descriptive qualitative approach utilizing content analysis was employed. Primary data sources included documentation of features, materials, game activities, visual interfaces, instructions, and interaction modes within the Secil app, while user reviews from the Google Play Store served as supporting data. Analysis was conducted based on six cognitive development indicators: recognizing and distinguishing symbols; classifying and matching objects; recognizing simple patterns and relationships; understanding number concepts and basic counting; recalling and using simple information; and solving simple problems. The results indicate that the Secil app comprises 44 menus, consisting of 28 "Learning Area" content items and 16 "Play Area" activities. The analysis focused on the Letters Area, Numbers Area, and Colors and Shapes Area. These three areas feature activities involving symbol recognition and discrimination, linking symbols to concrete objects, understanding number and quantity concepts, classification, matching, visual discrimination, and simple task completion. Beyond cognitive elements, the app incorporates language, fine motor skills, art/visual, and socio-emotional elements as supporting components. The app’s strengths lie in its combination of images, text, audio, colors, and interactive activities, alongside the provision of immediate feedback. However, some activities remain passive-receptive, the level of cognitive challenge is uneven, certain materials require downloading or a subscription, and the learning experience is confined to the digital environment. Thus, while the Secil app holds potential as a tool to support cognitive development stimulation for children aged 4–6, it cannot be concluded that it directly enhances children's cognitive abilities, as this study did not measure changes in ability before and after usage. The use of applications requires adult guidance and should be balanced with play, physical activity, social interaction, and concrete learning experiences.

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