Psikoedukasi Program PINGUIN (Pembelajaran Interaktif Non Gadget Untuk Insan Nusantara) serta Metode Read Aloud terhadap Orang Tua dan Guru
DOI:
https://doi.org/10.59837/1cgybw87Keywords:
Gadget, Psieduakasi, Read AloudAbstract
Penggunaan gadget pada anak usia dini perlu mendapat perhatian karena paparan screen time dan konteks penggunaan tertentu dapat berkaitan dengan berbagai aspek perkembangan anak. Orang tua dan guru memerlukan pengetahuan serta keterampilan untuk menyediakan aktivitas alternatif yang interaktif dan non-gadget. Kegiatan pengabdian kepada masyarakat ini bertujuan meningkatkan pengetahuan orang tua dan guru mengenai dampak penggunaan gadget pada anak serta metode Read Aloud melalui program PINGUIN (Pembelajaran Interaktif Non Gadget untuk Insan Nusantara). Kegiatan dilaksanakan secara tatap muka di Taman Kanak-Kanak Islam Fathul Iman, Malang, dengan melibatkan 17 peserta yang terdiri atas 14 orang tua dan 3 guru. Kegiatan meliputi pretest, penyampaian materi, praktik Read Aloud, posttest, dan evaluasi persepsi peserta. Perubahan pengetahuan dianalisis menggunakan uji Wilcoxon Signed-Rank, sedangkan persepsi dianalisis secara deskriptif. Hasil menunjukkan adanya peningkatan pengetahuan peserta mengenai dampak penggunaan gadget dan metode Read Aloud setelah mengikuti kegiatan. Peserta juga menunjukkan persepsi positif terhadap manfaat kegiatan, peningkatan wawasan, dan kepercayaan diri. Program PINGUIN menunjukkan bahwa psikoedukasi yang dipadukan dengan praktik Read Aloud dapat meningkatkan pengetahuan peserta dan memberikan alternatif aktivitas non-gadget.
References
Ahmad, M. D., Muhtadini, R. L., & Nurmaulida, D. L. (2026b). Psychoeducation for parents through a news website on the risks of artificial intelligence dependence among students. SABANGKA ABDIMAS: Jurnal Pengabdian Masyarakat Sabangka, 5(4), 1669–1676. https://doi.org/10.62668/sabangka.v5i04.1928
Ahmad, M. D., Nurmaulida, D. L., Muhtadini, R. L., & Hijriyanti, U. R. (2026a). Psikoedukasi perilaku seksual menyimpang pada siswa sekolah menengah keatas. ABDISOSHUM (Jurnal Pengabdian Masyarakat Bidang Sosial dan Humaniora), 5(1), 210–217. https://doi.org/10.55123/abdisoshum.v5i1.8006
Alotaibi, M. S., et al. (2022). Explaining adherence to American Academy of Pediatrics screen time recommendations with caregiver awareness and parental motivation factors: Mixed methods study. JMIR Pediatrics and Parenting, 5(2), e29102. https://doi.org/10.2196/29102
Chong, S. C., Teo, W. Z., & Shorey, S. (2023). Exploring the perception of parents on children’s screentime: A systematic review and meta-synthesis of qualitative studies. Pediatric Research, 94, 915–925. https://doi.org/10.1038/s41390-023-02555-9
Clifford, A. E., Schaughency, E., Das, S., Riordan, J., Carroll, J. L. D., & Reese, E. (2024). Tender Shoots: Effects of a preschool shared reading and reminiscing initiative on parent-child interactions and for socio-emotional and self-regulation outcomes after school entry. Learning and Individual Differences, 112, 102443. https://doi.org/10.1016/j.lindif.2024.102443
Covolo, L., Zaniboni, D., Roncali, J., Mapelli, V., Ceretti, E., & Gelatti, U. (2021). Parents and mobile devices, from theory to practice: Comparison between perception and attitudes to 0–5 year old children’s use. International Journal of Environmental Research and Public Health, 18(7), 3440. https://doi.org/10.3390/ijerph18073440
Crotty, J. E., Martin-Herz, S. P., & Scharf, R. J. (2023). Cognitive development. Pediatrics in Review, 44(2), 58–67. https://doi.org/10.1542/pir.2021-005069
Galea, C., Jones, A., Ko, K., Salins, A., Robidoux, S., Noble, C., & McArthur, G. (2025). Home-based shared book reading and developmental outcomes in young children: A systematic review with meta-analyses. Frontiers in Language Sciences, 4, 1540562. https://doi.org/10.3389/flang.2025.1540562
Gomes, M. I., Sousa, H., Lousada, M., & Figueiredo, D. (2026). Factors contributing to screen exposure in preschool children and its associated outcomes: A systematic review. Child: Care, Health and Development, 52(2), e70241. https://doi.org/10.1111/cch.70241
Grolig, L. (2020). Shared storybook reading and oral language development: A bioecological perspective. Frontiers in Psychology, 11, 1818. https://doi.org/10.3389/fpsyg.2020.01818
Howard, M., & Akhund, S. A. (2024). Parents’ knowledge, perceptions and support around appropriate physical activity, screen time and sleep time levels for children. International Journal of Child Care and Education Policy, 18, 2. https://doi.org/10.1186/s40723-024-00129-8
Içme Altınışık, E., & Ünlüer, E. (2026). Enhancing preschoolers’ emotion regulation skills through shared book reading and journaling. Early Childhood Education Journal. https://doi.org/10.1007/s10643-026-02212-w
Kartikawati, D., Nurhasanah, & Mumtazan, A. W. (2026). Penguatan literasi dan kesehatan digital anak melalui program edukasi “Sehat di Ruang Digital” berbasis daring. Jurnal Pengabdian Indonesia (JPI), 2(1), 870–877. https://doi.org/10.62567/jpi.v2i1.2328
Li, S., Chai, L., Ma, L., Gu, S., Wang, T., Wang, L., & Zhou, J. (2026). Screens or books? Isotemporal substitution of different home activities on language and socio-emotional skills in preschool children. Computers in Human Behavior, 175, 108847. https://doi.org/10.1016/j.chb.2025.108847
Leung, D. K. Y., Wong, N. H. L., Yau, J. H. Y., Wong, F. H. C., Liu, T., Kwok, W.-W., Wong, G. H. Y., & Lum, T. Y. S. (2024). Hybrid-delivered community psychoeducation for people aged 50 and older: A mixed-method evaluation and lesson learned. Internet Interventions, 35, 100699. https://doi.org/10.1016/j.invent.2023.100699
Lipscomb, S. T., Hatfield, B., Goka-Dubose, E., Lewis, H., & Fisher, P. A. (2021). Impacts of Roots of Resilience professional development for early childhood teachers on young children’s protective factors. Early Childhood Research Quarterly, 56, 1–14. https://doi.org/10.1016/j.ecresq.2021.02.002
Mallawaarachchi, S., Burley, J., Mavilidi, M., Howard, S. J., Straker, L., Kervin, L., Staton, S., Hayes, N., Machell, A., Torjinski, M., Brady, B., Thomas, G., Horwood, S., White, S. L. J., Zabatiero, J., Rivera, C., & Cliff, D. (2024). Early childhood screen use contexts and cognitive and psychosocial outcomes: A systematic review and meta-analysis. JAMA Pediatrics, 178(10), 1017–1026. https://doi.org/10.1001/jamapediatrics.2024.2620
Medley, M. L. (1980). Life satisfaction across four stages of adult life. The International Journal of Aging and Human Development, 11(3), 193–209. https://doi.org/10.2190/D4LG-ALJQ-8850-GYDV
Myrberg, K., & Lundeborg Hammarström, I. (2023). An evaluation of a prescribed joint book reading intervention for preschool children with speech, language and communication needs. International Journal of Speech-Language Pathology, 25(5), 645–655. https://doi.org/10.1080/17549507.2022.2115137
Nakamura, H., Suzuki, T., Kanamori, K., Ota, C., & The Japan Environment and Children’s Study Group. (2026). Impact of shared storybook reading on child development: The Japan Environment and Children’s Study. Pediatric Research. https://doi.org/10.1038/s41390-025-04721-7
Nelson, C. A., Sullivan, E., & Engelstad, A.-M. (2024). Annual research review: Early intervention viewed through the lens of developmental neuroscience. Journal of Child Psychology and Psychiatry, 65(4), 435–455. https://doi.org/10.1111/jcpp.13858
Ozen-Uyar, R., Yigit-Gencten, V., & Ceylan, M. (2025). Drama-based read-alouds in preschool classroom: Promoting social understanding, social problem solving, and peer relationships. Reading Research Quarterly, 60(3), e70014. https://doi.org/10.1002/rrq.70014
Pyne, B., Asmara, O., & Morawska, A. (2025). The impact of modifiable parenting factors on the screen use of children five years or younger: A systematic review. Clinical Child and Family Psychology Review, 28, 458–490. https://doi.org/10.1007/s10567-025-00523-9
Raj, D., Ahmad, N., Mohd Zulkefli, N. A., & Lim, P. Y. (2023). Stop and Play digital health education intervention for reducing excessive screen time among preschoolers from low socioeconomic families: Cluster randomized controlled trial. Journal of Medical Internet Research, 25, e40955. https://doi.org/10.2196/40955
Ricci, C., Ordnung, M., Rothenbacher, D., & Genuneit, J. (2024). Substituting book reading for screen time benefits preschoolers’ sleep health: Results from the Ulm SPATZ Health Study. Nature and Science of Sleep, 16, 315–324. https://doi.org/10.2147/NSS.S448736
Ruffini, C., Spoglianti, S., Bonetti, S., Bombonato, C., Pecini, C., & Di Lieto, M. C. (2021). Dialogic reading to empower executive functions in preschoolers. Children, 8(5), 386. https://doi.org/10.3390/children8050386
Sticca, F., Brauchli, V., & Lannen, P. (2025). Screen on = development off? A systematic scoping review and a developmental psychology perspective on the effects of screen time on early childhood development. Frontiers in Developmental Psychology, 2, 1439040. https://doi.org/10.3389/fdpys.2024.1439040
Streegan, C. J. B., Lugue, J. P. A., & Morato-Espino, P. G. (2022). Effects of screen time on the development of children under 9 years old: A systematic review. Journal of Pediatric and Neonatal Individualized Medicine, 11(1), e110113. https://doi.org/10.7363/110113
Swider-Cios, E., Vermeij, A., & Sitskoorn, M. M. (2023). Young children and screen-based media: The impact on cognitive and socioemotional development and the importance of parental mediation. Cognitive Development, 66, 101319. https://doi.org/10.1016/j.cogdev.2023.101319
World Health Organization. (2020). Improving early childhood development: WHO guideline. https://www.who.int/publications/i/item/97892400020986
Yang, N., Lu, J., Galang, A. J., & Xie, H. (2024). Relationships between teacher–child relationships, resilience, and emotional competence: An empirical study of left-behind children in regional China. Early Years, 45(1), 210–226. https://doi.org/10.1080/09575146.2024.2343703
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Miqdad Daly Ahmad, Rahmita Laily Muhtadini, Yohan Mega Risky Qamariah, Eka Rinda Wahyuni (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
