MEMBANGUN KEAKTIFAN BELAJAR ANAK USIA DINI MELALUI WORDWALL DI TK

Abstract

ABSTRACT

The need for interactive digital media in early childhood education is increasing, as many learning activities still fail to optimally stimulate children’s active participation. In this context, the use of the Wordwall platform by early childhood teachers at TK Negeri Mekarsari, Barito Kuala Regency becomes an important practice to explore, particularly in understanding how this digital tool supports the improvement of young children's learning engagement. A qualitative approach with a narrative study method was employed to examine teachers’ experiences through observations, in-depth interviews, and documentation, while data analysis followed the stages of reduction, presentation, and verification based on the Miles and Huberman model. The findings indicate that Wordwall helps teachers design varied and interactive learning activities aligned with thematic instruction, while also encouraging children’s participation through tasks that emphasize exploration, quick responses, and social interaction. Children also demonstrated increased courage to try new tasks, improved focus during activities, and better collaboration with teachers and peers, resulting in more enjoyable learning experiences with positive emotional engagement. This digital medium further strengthens the teacher’s role as a facilitator of active learning, consistent with the principles of the Kurikulum Merdeka. Overall, Wordwall proves to be an effective tool for enhancing young children’s learning engagement and serves as an innovative alternative for teachers in developing meaningful digital learning in early childhood education. These findings offer important implications for the development of technology-based learning strategies that promote participation, creativity, and relevant learning experiences for children.

ABSTRAK

Kebutuhan akan media digital interaktif di PAUD semakin meningkat karena masih banyak pembelajaran yang belum mampu menstimulasi keaktifan anak secara optimal. Dalam konteks tersebut, pemanfaatan platform Wordwall oleh guru PAUD di TK Negeri Mekarsari, Kabupaten Barito Kuala menjadi praktik yang menarik untuk dipahami, khususnya terkait bagaimana media digital ini membantu meningkatkan keaktifan belajar anak usia dini. Pendekatan kualitatif dengan metode studi naratif digunakan untuk menelusuri pengalaman guru melalui observasi, wawancara mendalam, dan dokumentasi, sedangkan analisis data mengikuti tahapan reduksi, penyajian, serta verifikasi berdasarkan model Miles dan Huberman. Hasil penelitian menunjukkan bahwa Wordwall mendukung guru dalam merancang aktivitas belajar yang variatif dan interaktif sesuai tema pembelajaran, sekaligus mendorong partisipasi anak melalui tugas yang menekankan eksplorasi, respon cepat, dan interaksi sosial. Anak juga menunjukkan peningkatan dalam keberanian mencoba, fokus selama kegiatan, serta kemampuan bekerja sama dengan guru maupun teman sehingga pengalaman belajar menjadi lebih menyenangkan dan penuh emosi positif. Media digital ini turut memperkuat peran guru sebagai fasilitator pembelajaran aktif yang sejalan dengan prinsip Kurikulum Merdeka. Secara keseluruhan, Wordwall terbukti efektif dalam meningkatkan keaktifan belajar anak usia dini dan dapat menjadi alternatif inovatif bagi guru dalam mengembangkan pembelajaran digital yang bermakna di PAUD. Temuan ini memberikan implikasi penting bagi pengembangan strategi pembelajaran berbasis teknologi yang mendorong partisipasi, kreativitas, serta pengalaman belajar yang relevan bagi anak.