Turkish Journal of Computer and Mathematics Education Vol.12 No.11 (2021), 1225-1228
Research Article
1225
ICT Infrastructure for Early Childhood Development in the Covid Pandemic Era 19
Sulianta Ferry
1, Ai Rosita
2, Fitrah Rumaisa
3, Ulil Surtia Zulpratita
4, Eka Angga
Laksana
5, Sy.Yuliani
61Widyatama University University of Widyatama, Bandung, Indonesia 2Widyatama University University of Widyatama, Bandung, Indonesia 3Widyatama University University of Widyatama, Bandung, Indonesia 4Widyatama University University of Widyatama, Bandung, Indonesia 5Widyatama University University of Widyatama, Bandung, Indonesia 6Widyatama University University of Widyatama, Bandung, Indonesia
1feri.sulianta@widyatama.ac.id, 2ai.rosita@widyatama.ac.id, 3Fitrah.rumaisa@widyatama.ac.id, 4ulil.zulpratita@widyatama.ac.id, 5eka.angga@widyatama.ac.id,6 sy.yuliani@widyatama.ac.id
Article History: Received: 11 January 2021; Revised: 12 February 2021; Accepted: 27 March 2021; Published
online: 10 May 2021
Abstract: Early Childhood Education (PAUD) as an effort to create quality human resources is a very strategic stage which is carried out gradually, systematically and becomes the responsibility of the Government and society. PAUD plays an important and decisive role for the history of subsequent child development, because it is the basic foundation for the child's personality. Since children are born until they enter basic education, it is a golden age or what is called the "golden age". This period is the right time to lay the foundations for the development of physical, language, social - emotional abilities, self-concept, art, moral and religious values, which lead to the growth and development of healthy, intelligent and independent children.Today there are still many young children who have not received early childhood education services. This is due to various obstacles including the lack of PAUD administering institutions, the number of teaching staff both in terms of quantity and quality, especially in the aspect of current IT-based educational tools in the era of the Covid 19 pandemic.By building an ICT-based infrastructure model, it is hoped that it will enable educators and educational institutions run as an early childhood education staff, and also how HIMPAUDI can provide guidance and improve and facilitate the professional development of educators and early childhood education personnel.
Keywords: governance, ICT-based infrastructure model, Covid 19 Pandemic, PAUD 1. Introduction
Early Childhood Education (PAUD) as an effort to create quality human resources is a very strategic stage which is carried out gradually, systematically and becomes the responsibility of the Government and society. Early childhood education plays an important and decisive role for the history of future child development, because it is the basic foundation for the child's personality. Since children are born until they enter basic education, it is a golden age or what is called the "golden age".
This period is the right time to lay the foundations for the development of physical, language, social - emotional abilities, self-concept, art, moral and religious values, which lead to the growth and development of healthy, intelligent and independent children. From the aspect of education, early stimulation is needed in order to provide stimulation to all aspects of child development, which achieves: 1) the inculcation of basic values (character and religion); 2) attitude (discipline and independence); and 3) development of basic skills (language, motor, cognitive and social).
The government through the President of the Republic of Indonesia has also announced the implementation of Early Childhood Education throughout Indonesia on July 23, 2003 in conjunction with the peak of National Children's Day. From now on, every urban village in Indonesia is encouraged to have at least one PAUD. PAUD is an alternative to fulfill the right to education besides Kindergarten (TK) or Alqur'an Education Park (TPA). The National Education System Law Number 20 of 2003 article 14 explicitly states that early childhood education is a coaching effort aimed at children from birth (0) to age (6) years which is carried out through providing educational stimuli to assist physical growth and development. and spiritual so that children have readiness to enter further education. Government Regulation Number 2 of 2019,
Today there are still many young children who have not received early childhood education services. This is due to various obstacles including the lack of PAUD administering institutions, the number of teaching staff both in terms of quantity and quality. One of the programs that can meet the aforementioned constraints is through the early childhood educator training program. Lack of socialization to the community in the implementation of the PAUD program so far has resulted in very minimal understanding of early childhood education, including a lack of coordination between PAUD educators and education personnel in each region, district / city, and sub-district. This has resulted in the development and increase of the number of PAUD educators and education personnel as
Turkish Journal of Computer and Mathematics Education Vol.12 No.11 (2021), 1225-1228
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well as the number of early childhood accommodated is still far from the expected number. In fact, the existence of capable early childhood educators and education personnel is a very important component of the success of early childhood education. Therefore, it is important for its role to accommodate educational institutions and PAUD educators with ICT infrastructure that will improve the quality and ability of education.2. Method
Digital learning development: MEDIA is anything that can be used to transmit messages from sender to receiver that can stimulate thoughts, feelings, concerns and interests of students in such a way that the learning process occurs.
Media components:
Types or types of media (broadly six groups, namely text, audio, visual, video / motion, simulative, real-life objects, including people).
Media format or form or physical form (how the media is packaged, for example books, videos, multimedia, electronic, digital, video-audio-digital). The way the media is conveyed (communication channels, e.g. face to face, internet / web becomes digital,
Digital education media
All channels are used to convey educational messages, whether in the form of text, audio, visual, audiovisual, animation, simulation and realia that are packaged digitally and conveyed through various relevant means of communication.
The implementation methods that will be implemented in this community service program are as follows: Field survey, coordination and analysis with educational institutions and PAUD educators, Planning according to the results of coordination and needs analysis.
Some references in the development of an ICT infrastructure model for the development of Early Childhood education include: Law Number 20 of 2003, concerning the National Education System, Government Regulation Number 2 of 2019, concerning Regional Governments Requiring to Improve Services for Early Childhood Education, Presidential Regulation Number 59 of 2017, concerning Implementation of the Achievement of Sustainable Development Goals.
3. Analyzer Framework
Basically, the framework of Early Childhood Education is inseparable from fun and user-friendly learning on the teacher side and also on the student side, whatever forms of learning such as face-to-face, which are then limited due to the pandemic era and trying to be minimized can be replaced by learning methods. others, such as online face to face with technology devices such as web conferencing, also learning about learning by accessing learning media that contain various learning content independently and in this case students may still need to be guided to access learning material even though it is done non-face-to-face. Or by carrying out other asynchronous learning such as learning that involves collaboration, and this type of learning is very much supported by today's internet services. Furthermore, today's learning methods get a lot of convenience, support and a catalyst with the birth of new types of media. And the main suspect in learning asa now is the existence of ICT technology, which is primarily the backbone of the internet that can be accessed through various kinds of devices, especially ubiquitous computing such as smartphones.
Turkish Journal of Computer and Mathematics Education Vol.12 No.11 (2021), 1225-1228
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Figure 1 Model of ICT Infrastructure for Early childhood education (early childhood education)Things that need to be considered in making PAUD infrastructure models that involve IT Utilization / Digitalization in PAUD Units; Global Impact entering the era of the Industrial Revolution, the global impact of the COVID-19 pandemic, central government policies related to database development based on one data portal, central government policies related to quality assurance mechanisms through; Accreditation, Quality Mapping and Supervision and Assistance Mechanisms, Central government policies related to PJJ through online, anticipation of learning during the pandemic, Central government policies related to Curriculum Digitalization, Need for PAUD Units in providing services during the BDR / Pandemic Period, Need for PAUD Units in increasing effectiveness and Efficiency of Governance / Management of Free Institutions of 8 (eight) SN PAUD and the Need for PAUD Units in the Promotion of Educational Services.
4. Implementation
The realization of the use of this model can be reviewed in various aspects and the educational tools used, some of which are, the use of e-books and learning applications will be more effective when adults guide children's learning. Where, the best applications for children are those that are able to integrate multimedia features that are in tune with the objectives and learning storylines. Appropriate applications present content in meaningful contexts that actively engage and allow children to explore creatively
Each tool is managed in a directed and planned manner so that it is right on target as a means of education, especially PAUD, for example, too much sound and animation in an application can interfere with learning. This can be maximized by further research for certain media and devices, to fill in the gaps in PAUD learning methods. For example, there is no strong evidence that early childhood learns language better through video, but from observing and interacting with other people, as well as in PAUD, the effective use of digital media in the classroom requires adequate training and mentoring.
It is not easy to transform learning that was previously carried out to-face and then switch to using face-to-face or online means of communication. now. Forms of learning that are said to be user-friendly and fun are a need that will be accommodated by digital technology by creating various services that can be accessed through internet networks. In this level
5. Conclusion
PAUD plays an important and decisive role for the history of subsequent child development, because it is the basic foundation for the child's personality. Since children are born until they enter basic education, it is a golden age, so the government and society need to pay attention to early childhood education.
Things that need to be considered in making PAUD infrastructure models that involve IT Utilization / Digitalization in the PAUD Unit; Global Impacts entering the era of the Industrial Revolution, the Global Impact of the COVID-19 pandemic, and so on. This requires educators and students to transform learning using digital media so that learning continues with all the limitations faced. It is not easy to transform learning that was previously carried out face-to-face and then switch to using face-to-face or online means of communication. now,
Turkish Journal of Computer and Mathematics Education Vol.12 No.11 (2021), 1225-1228
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This work is supported by Widyatama University.References
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