Pengembangan Aplikasi Permainan Edukasi Untuk Anak Prasekolh Menggunakan Pendekatan Child Centered Design

Delima, Rosa; Arianti, Nevi Kurnia; Pramudyawardani, Bramasti

doi:10.21460/inf.2016.121.452

Cited by 17 publications

(19 citation statements)

References 2 publications

(2 reference statements)

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“…It will disturb the child's closeness to his or her master, the environment, even his peers. Another study conducted, Delima,et al,in [12] obtained almost all parents (94%) states that their child used to use technology devices to play games. Most children (63%) spend a maximum of 30 minutes on a game.…”

Section: Resultsmentioning

confidence: 98%

The Effect of Gadget Usage on Speaking Ability of 3-6 Year Olds

Nasikhah¹,

Purwanta²

2019

Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)

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The advanced technology makes information very accessible. The evolution of technology has revolutionized society including early childhood, but it is slowly destroying the ancient pattern itself. Indonesian children in the millennium generation are no longer familiar with traditional games because of the easy access of various games in the gadget. When using gadgets, children become less involved in interacting and communicating. Checking the current lifestyle is worrying. Children today have been adopted by the culture of technology dependence irrespective of the monitoring process by parents. The purpose of this research is to analyze the effect of gadget usage on speaking ability of children aged 3-6 years. This research was conducted at TK Al-Hikmah Jember. The results of this research indicate that there is a significant influence between the gadgets usage with the speaking ability of children aged 3-6 years.

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Section: Resultsmentioning

confidence: 98%

The Effect of Gadget Usage on Speaking Ability of 3-6 Year Olds

Nasikhah¹,

Purwanta²

2019

Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)

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“…So the use of technological media such as gadgets needs to be restricted and supervised by parents when children use gadgets anywhere, and the average form of gadget use in children is only for playing games, and watching YouTube [4], [13].…”

Section: The Concept Of Gadgetmentioning

confidence: 99%

Gadget on Children Language Development

Kurniati¹,

Zaim²,

Jufrizal³

et al. 2021

Proceedings of the 2nd EAI Bukittinggi International Conference on Education, BICED 2020, 14 September, 2020, Bukititinggi, Wes

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The research is discussed about the concept of gadget, children language development, and the negative impact of gadget to children language development. This research is a theoretical study that examines theories related to gadgets and language development in children then describes the results in the form of narrative writing. The results showed that at this time, many children's toys already have high technology so that they can still make themselves cool even when they are alone. Plus if the child has busy parents, gadgets will usually be given to keep the child calm and absorbed in themselves for quite a long time. But apparently, this habit can bring bad effects to children's language development. The negative impacts include (1) Risk of radiation exposure, (2) Addiction, (3) Slow to understand the lesson, and, (4) The risk of abusing gadgets. The negative impact resulted in verbal interactions between children and parents and the surrounding areas became more and less neurological and this resulted in children's language skills not developing by their growth. Therefore parents need the supervision of the child when using a gadget, not even giving it if it is not under the child's developmental age.

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“…Pengertian aplikasi edukasi adalah permainan yang dirancang atau dibuat untuk merangsang daya pikir, termasuk meningkatkan konsentrasi dan memecahkan suatu masalah. Aplikasi edukasi merupakan satu media yang digunakan untuk memberikan pengajaran, menambah pengetahuan pengguna melalui media digital dan menarik (Delima, 2016). Aplikasi edukasi merupakan salah satu media pembelajaran yang banyak diciptakan (Rahmasari dan Yanuarsari, 2017) (Hurd dan Jenuings, 2009).…”

Section: Pendahuluanunclassified

The Bahasa Rupa Aplikasi Edukasi Batik Nusantara

Abdullah

Sobandi²,

Sya’bani³

et al. 2021

demandia

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Permasalahan selama dalam mempelajari batik adalah sesuatu yang rumit, kurang menyenangkan, serius, dan relatif sulit dipahami bagi usia awal. Mempelajari Batik Nusantara sesungguhnya dapat dilakukan melalui berbagai cara, namun terbaik disajikan edukatif, menyenangkan, bermain, dan mudah dipahami. Batik Nusantara merupakan salah satu media aplikasi edukasi yang sangat interaktif, memiliki tampilan rupa (user interface) mudah dipahami berbagai usia, mudah diunduh (download), dan tanpa berbayar. Metode tulisan ini adalah deskriptif-kualitatif, dengan mengunduh berbagai tampilan visual muka aplikasi edukasi Batik Nusantara kemudian dikaji memakai prinsip-prinsip Bahasa Rupa Primadi Tabrani. Hasil kajian aplikasi edukasi Batik Nusantara memakai Bahasa Rupa memperlihatkan kesesuaian visual Bahasa Rupa dengan pemahaman pengguna (user) untuk mengenal lebih dalam Batik Nusantara. Manfaat penelitian ini adalah aplikasi edukasi Batik Nusantara dan aplikasi-aplikasi digital lainnya dapat dikaji melalui prinsip-prinsip Bahasa Rupa yang membantu pemahaman pengguna menjadi lebih mudah. Kata kunci: desain, Bahasa Rupa, aplikasi edukasi, Batik Nusantara

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Pengembangan Aplikasi Permainan Edukasi Untuk Anak Prasekolh Menggunakan Pendekatan Child Centered Design

Abstract: This paper discusses the process of developing an education game application using Child Centered Design (CCD)

Cited by 17 publications

References 2 publications

The Effect of Gadget Usage on Speaking Ability of 3-6 Year Olds

The Effect of Gadget Usage on Speaking Ability of 3-6 Year Olds

Gadget on Children Language Development

The Bahasa Rupa Aplikasi Edukasi Batik Nusantara

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