Introduction
Knowing and loving the sea must be introduced to children
at an early age because they are the forerunners of the nation's next
generation (Harefa & Sarumaha, 2020). So that children
can live as a maritime nation. Children must know their national identity so
that maritime values grow in children, and their identity as a
maritime nation will be maintained (Soedarsono, 2013). Living in an
archipelagic country with the vast expanse of the Indonesian sea with all its
wealth, we should be prepared to protect it. Indonesia has a sea area 2/3 wider than the land. As
the world's maritime axis, its territory stretches from west to far east along
5,111 km from north to south as far as 1,888 km geographically and
economically. In addition, this rich country is located in the middle of the
Pacific Ocean and the Indian Ocean so it becomes the link between the two
oceans. By having the
potential of marine natural resources which are very abundant, the
marine wealth, as well as the fishing and shrimp fishing area, reaches 6.1
million km2. The role of education in instilling a maritime spirit is very
important in preparing the condition of a nation that is strong and good at
managing its maritime wealth. Therefore, maritime education should be the main
focus of compulsory learning in PAUD and not just a compliment (TUAH, 2019).
Maritime education is currently included in the content of the 2013 PAUD
curriculum material. In the
Guidelines for Maritime Education in PAUD Units by Dr. Hasbi,
M. et al. (Bakrun, 2019)
it is stated that the Regulation of the Minister of Education and Culture
Number 17 of 2014 concerning PAUD Standards and the Regulation of the Minister
of Education and Culture Number 146 of 2014 concerning the PAUD Curriculum are
the reference standards for the content of the maritime curriculum. The content
of the maritime curriculum for early childhood includes Indonesian maritime
material, understanding of the conditions of Indonesia's maritime territory,
the characteristics of Indonesian waters, the potential and wealth of
Indonesia's seas, and the use of the coastal environment as a vehicle for early
childhood play and transportation and trade routes (Farchan & Muhtadi, 2019). Augmented Reality based on the opinion (Mustaqim & Kurniawan, 2017)
in (Mustaqim, 2017)
is an interactive technology in the form of objects that are projected in a
real environment that appears inreal-timee. Meanwhile, based on the
opinion of Sinduningrum, et al. (Puspitadewi et al., 2020)
(Wardani, 2015)
through the use of augmented reality �(Ib��ez & Delgado-Kloos, 2018)
children can learn while playing so that the process of recognizing letters and
vocabulary that are considered boring activities can be minimized so that it is
fun and can attract children's attention. ICT collaboration in maritime
learning in early childhood affects the learning process that is interesting, effective,
interactive, and encourages interaction and participation of children,
especially in the 21st century.
Character
education has a meaning that is not much different from moral education.
Maritime character education is an education that instills maritime values
with religious, social, and cultural dimensions, which can be
manifested in character, both in actions and words. The integration of the
environment with the sea as well as involving physiological and
psycho-socio-cultural adaptations by utilizing the sea and its contents
together is a common and strikcharacteristiccter of
maritime communities. Maritime character education is an important part of
human life that absolutely must be owned, especifor ally
teenagers.
One way to support learning in this context is the use of digital media. Due to their different functions, digital media have a high potential to structure and support informal learning. Digital media offer opportunities to present information in a variety of ways, for example visual and auditive or by mixing virtual and real environments (Degner et al., 2022).
Method
Methods The research method used in this study uses the method of literary analysis and observation and implementation of digital application media in children aged 5-6 years (Danandjaja, 2014). With the number of teachers 4 people. The results of the study show that ICT collaboration in maritime learning in early childhood through digital application media affects the learning process and atmosphere that is interesting, effective, interactive, and encourages children's interaction and participation (Widianti, 2020) This facilitates the golden age that is being experienced by children and can support, stimulate and develop various multi-intelligence potentials that children have so that they can understand marine resources which are part of maritime education.
Digital Application Media in introducing maritime education and marine animal learning to children has a positive influence on students The process during the use of this media provides a real sensation of experience through augmented reality with audio Learning activities that take place using the type of situated learning activity in a context Certain aspects, and the quality of learning, are the result of interactions between people, places, objects, processes and culture in certain contexts (Kampschulte et al., 2019) Collaborated interactive activities when using media. This media as a medium for learning about marine animals in introducing maritime education to children can encourage participation and understanding in children. Implementation was carried out on 12 students aged 5-6 years. Before using digital application media, only 2 people were active in learning activities and 4 people occasionally answered questions. After the collaboration in the use of digital application media, there was a significant increase among students who actively participated in learning about marine animals in the maritime world. Because it is effective, efficient, and has high adaptability, as a medium for learning marine animals in introducing maritime education to children, it is very suitable for use in the learning process and refers to constructivist learning theory which is an active learning process in building meaning systems as well as understanding reality through observation. and interactions (Suhendi, 2018).
Table 1
An observation survey of marine animal
understanding in the maritime context using digital application media
|
no. |
Before
Use |
After
Use |
|
Understanding Material |
2/12 students |
9/12 students |
|
Participation and activity |
4/12 students |
11/12 students |
|
|
Low |
High |
Figure 1
�The
appearance of digital application media in introducing maritime resources
Media This application can be used on gadgets in the form of games that contain learning content by the teaching footing which consists of apperception, material introduction, ability test, feedback, and reaffirmation. This media can optimize the learning process as well because the content of maritime education material is very important to be taught to children to foster a sense of love for the homeland. This Digital Application Media can be an effort to build a generation of marine resource guards and all the potential in it and become a solution in maritime learning in Kindergarten. Thus this media is designed as a digital media innovation that has a positive impact that is extraordinarily effective.
Conclusion����������������������������������������������������������������
ICT collaboration in maritime learning
in early childhood through digital application media affects the learning
process and atmosphere that
is interesting, effective, interactive, and encourages children's interaction
and participation. This facilitates the golden age that is being experienced by children and can support,
stimulate and develop various multi-intelligence potentials that children have
so that they can understand marine resources which are part of maritime
education. We will use the Digital Media Application as a follow-up program for
several Kindergartens in various regions by utilizing the network of fellow
educators and children in the surrounding environment to assist the 21st-century
learning process. Cooperation with educational institutions is the best
solution for implementing an impactful educational process and attracting the
trust of parents.
BIBLIOGRAPHY
Bakrun, M. (2019). Bantuan Pengembangan
SMK Kelautan Pendukung Kemaritiman. Direktorat Jenderal Pendidikan Dasar
dan Menengah.Google Scholar
Danandjaja, J. (2014). Metode Penelitian
Kepustakaan. Antropologi Indonesia. Google Scholar
Degner, M., Moser, S., & Lewalter, D.
(2022). Digital media in institutional informal learning places: A systematic
literature review. Computers and Education Open, 3, 100068.
https://doi.org/https://doi.org/10.1016/j.caeo.2021.100068 Google Scholar
Farchan, A., & Muhtadi, A. (2019).
Pengembangan Desain Kurikulum Maritim di Jepara. Indonesian Journal of
Curriculum and Educational Technology Studies, 7(1), 27�36. Google Scholar
Harefa, D., & Sarumaha, M. (2020). Teori
Pengenalan Ilmu Pengetahuan Alam Sejak Dini. PM Publisher. Google Scholar
Ib��ez, M.-B., & Delgado-Kloos, C. (2018).
Augmented reality for STEM learning: A systematic review. Computers &
Education, 123, 109�123. Google Scholar
Kampschulte, L., Ostermann, A., M�ller, F.,
Ropohl, M., Schwanewedel, J., H�rtig, H., & Lindmeier, A. (2019). Einsatz
digitaler und analoger Medien an au�erschulischen Lernorten. Kiel: IPN. Google Scholar
Mustaqim, I. (2017). Pengembangan media
pembelajaran berbasis augmented reality. Jurnal Edukasi Elektro, 1(1).
Google Scholar
Mustaqim, I., & Kurniawan, N. (2017).
Pengembangan augmented reality sebagai media pembelajaran pengenalan komponen
pneumatik di SMK. Jurnal Pendidikan Teknologi Dan Kejuruan, 14(2). Google Scholar
Puspitadewi, F., Dewi, F., & Maranatha, J.
R. (2020). Analisis Tiga Aplikasi Augmented Reality Untuk Mengenalkan Nama
Binatang Dalam Bahasa Inggris Pada Anak Usia Dini. Research in Early
Childhood Education and Parenting, 1(2). Google Scholar
Soedarsono, S. (2013). Membangun kembali
jati diri bangsa. Elex Media Komputindo. Google Scholar
Suhendi, A. (2018). Constructivist learning
theory: The contribution to foreign language learning and teaching. KnE
Social Sciences, 87�95. Google Scholar
TUAH, Y. H. (2019). Pendidikan Karakter
Maritim Sebagai Upaya Memperkuat. Google Scholar
Wardani, S. (2015). Pemanfaatan Teknologi
Augmented Reality (AR) untuk Pengenalan Aksara Jawa pada Anak. Jurnal
Teknologi, 8(2), 104�111. Google Scholar
Widianti, S. (2020). Konektivitas dan
Kolaborasi: Peran Information Communication Information (ICT) Sebagai Enabler
Musisi Generasi Net Indonesia Menembus Industri Musik Global. Jurnal Budaya
Nusantara, 4(1), 164�177. Google Scholar
|
Copyright holder : Yosita Nadila
Rahmi (2022) |
|
First publication right :
|
