Article
Digital Media Inequity In Early Childhood: Examining The Divide In Literacy Development
Jurnal Amal Pendidikan, Vol. 6 No. 3 (2025), hlm. 355–363
Abstrak
This study aims to investigate the utilization of digital media in enhancing early childhood literacy and numeracy skills (calistung) across three different early childhood education institutions in Sumenep City, characterized by varying levels of technological adoption: high, medium, and low. Employing a descriptive qualitative research design, data were collected through observations, interviews, and documentation involving nine teachers, three principals, and fifteen parents. The findings reveal a range of digital media applications utilized, including interactive applications, e-books, animated videos, educational games, and straightforward presentations. Key supporting factors contributing to effective digital media application were identified, including visionary leadership, adequate technological infrastructure, teacher training, and parental support. Conversely, primary hindering factors encompassed limited access, low digital literacy levels among teachers, and concerns regarding the potential negative impacts of digital media. Descriptive evidence indicated that literacy and numeracy skills significantly improved, evidenced by a 100% vowel recognition rate in the high-technology adoption context compared to 60% in the low-adoption environment. However, it is essential to clarify that these figures serve as descriptive indicators rather than causal assessments of effectiveness. Effectiveness depended heavily on the application of multimedia learning principles and active teacher scaffolding, alongside integration with non-digital activities. This study highlights the necessity for affirmative educational policies and tiered techno-pedagogical training to mitigate the digital divide within early childhood education settings.