Pendekatan Inovatif dalam Rekonstruksi Kurikulum Anak Usia Dinidi Era Digitalisasi

Isnaini

Authors

Isnaini STITNU Sakinah Dharmasraya Author

Keywords:

Early Childhood Education Curriculum; Digital Literacy; Project-Based Learning; Local Wisdom; Pedagogical Transformation

Abstract

This study aims to analyze innovative strategies in the reconstruction of early childhood education (ECE) curricula in the digital era, focusing on digital technology integration, child-centered approaches, and local wisdom-based digital literacy. The method used is a qualitative literature study with a comparative analysis of journals, books, and research reports published between 2017 and 2026. Case studies in Indonesia (an interactive application-based ECE program in Yogyakarta) and Finland (digital technology integration while maintaining an emphasis on social interaction) serve as empirical data to strengthen the analysis. The findings indicate that the use of digital technology can enhance learning motivation and digital literacy in early childhood. A child-centered curriculum approach through project-based learning is effective in developing collaboration and communication skills. Furthermore, digitalizing literacy based on local culture strengthens children's identity while supporting the achievement of Sustainable Development Goals (SDGs). However, challenges persist, including limited teacher competencies, uneven educational infrastructure, and cultural resistance to technology adoption. This study concludes that ECE curriculum reconstruction in the digital era is not merely a technological adaptation, but a pedagogical transformation that balances modernity with cultural values. Successful implementation relies on teacher readiness, infrastructure support, and community acceptance, allowing a digital ECE curriculum to cultivate an adaptive, creative, critical, and character-driven generation.

References

Chaudron, S., Di Gioia, R., & Gemo, M. (2018). Young children (0-8) and digital technology: A qualitative study across Europe. Publications Office of the European Union.

Edwards, S., Mantilla, A., Grieshaber, S., Nuttall, J., & Wood, E. (2020). Converged play characteristics for early childhood education: Multi-modal, global-local, and traditional-digital. Oxford Review of Education, 46(5), 637–660.

Irmawati, I., Sari, D., & Pratama, R. (2025). Pedagogi digital berbasis etika dalam pendidikan anak usia dini. Jurnal Pendidikan Anak Usia Dini, 9(2), 145–160.

Isnaini Isnaini; Sunimaryanti Sunimaryanti; Lesis Andre. (2021). Assessment Principles and Practices Quality Assessments in A Digital Age. SPEKTRUM: Jurnal Pendidikan Luar Sekolah (PLS), 9(2), 287–296.

Livingstone, S., & Blum-Ross, A. (2020). Parenting for a digital future: How hopes and fears about technology shape children’s lives. Oxford University Press.

Marsh, J., Plowman, L., Yamada-Rice, D., Bishop, J., Lahmar, J., & Scott, F. (2018). Play and creativity in young children’s use of apps. British Journal of Educational Technology, 49(5), 870–882.

OECD. (2019). OECD skills outlook 2019: Thriving in a digital world. OECD Publishing.

Oktafia, R., Dewi, S., & Nugroho, T. (2026). Kolaborasi teknologi dan pendekatan berbasis anak dalam pembelajaran AUD. Jurnal Psikologi Dan Pendidikan Anak, 12(4), 275–290.

Plowman, L. (2016). Rethinking context: Digital technologies and children’s everyday lives. Children’s Geographies, 14(2), 190–202.

Riswano, R., Putri, A., & Santoso, B. (2026). Digitalisasi literasi berbasis kearifan lokal untuk pendidikan anak usia dini. Jurnal Literasi Dan Pendidikan, 11(1), 33–47.

UNESCO. (2021). Early childhood education in a digital age: Balancing technology and human interaction. UNESCO Publishing.

Zahwa, N., Hidayat, M., & Lestari, P. (2026). Inovasi kurikulum PAUD berbasis teknologi digital: Studi kasus penggunaan VR dan Interactive Smart Wall. Jurnal Inovasi Pendidikan, 14(3), 201–218.