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Abstract
This study aims to explore the effect of using digital games based on an Interactive Flat Panel Display (IFPD) with the application of cognitive scaffolding on early literacy and numeracy at Mutiara Hati Kindergarten. The research employed a qualitative case study approach involving the principal, teachers, and parents as subjects. Data were collected through semi-structured interviews and classroom observations and were then analyzed thematically. The results showed that the use of IFPD increased children’s interest, focus, and engagement in literacy and numeracy activities. The implementation of cognitive scaffolding by teachers was proven to help children understand letters, words, numbers, and simple operations more effectively. The children also demonstrated improved literacy and numeracy skills, both in the classroom and at home. Based on these findings, it can be concluded that the integration of interactive digital games and teacher scaffolding effectively enhances early literacy and numeracy. This study provides implications for teachers and schools to optimize the use of interactive digital media in early childhood learning.
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References
- Anisah, Z. (2024). Scaffolding as a language learning technique for early childhood. Indonesian Journal of Early Childhood Islamic Education, 8(2).
- Bird, J., & Edwards, S. (2015). Children learning to use technologies through play: A digital play framework. British Journal of Educational Technology, 46(6), 1149–1160. https://doi.org/10.1111/bjet.12191
- Duncan, G. J., Magnuson, K., & Votruba-Drzal, E. (2019). Boosting family income to promote child development. Future of Children, 29(1), 99–120.
- Hirsh-Pasek, K., Zosh, J. M., Golinkoff, R. M., Gray, J. H., Robb, M. B., & Kaufman, J. (2015). Putting education in “educational” apps: Lessons from the science of learning. Psychological Science in the Public Interest, 16(1), 3–34. https://doi.org/10.1177/1529100615569721
- Hirsh-Pasek, K., Zosh, J. M., Golinkoff, R. M., Gray, J. H., Robb, M. B., & Kaufman, J. (2015). Putting education in educational apps: Lessons from the science of learning. Psychological Science in the Public Interest, 16(1), 3–34. https://doi.org/10.1177/1529100615569721
- Kucirkova, N. (2020). Digital literacy and learning in early childhood. Oxford University Press.
- Li, M., & Wilson, J. (2025). AI-integrated scaffolding to enhance agency and creativity in K–12 English language learners: A systematic review. Information, 16(7), 519. https://doi.org/10.3390/info16070519
- Neumann, M. M. (2018). Learning through play: The impact of web-based games on early literacy development. Computers in Human Behavior, 81, 378–389.
- ________, M. M. (2020). The impact of tablets and apps on early literacy. Early Childhood Education Journal, 48(3), 321–330. https://doi.org/10.1007/s10643-019-00996-5
- ________, M. M. (2020). Young children’s use of touch screen tablets for writing and reading at home: Relationships with emergent literacy. Computers & Education, 97, 61–68. https://doi.org/10.1016/j.compedu.2016.02.013
- Niklas, F., & Schneider, W. (2017). Home learning environment and development of child competencies. Journal of Educational Psychology, 109(2), 286–302. https://doi.org/10.1037/edu0000142
- Nurfadila, M. Y., Hajar, S., & Arsyad, N. F. (2024). Utilizing quizizz for game-based learning in elementary science education. Journal of Education and Computer Applications, 1(1), 12-19.
- Pd, E. M., & Nurfadila, M. Y. (2026). Addressing Educational Inequality in Indonesia: Policy Challenges and Digital Solutions for Disadvantaged Regions. Edelweiss: Journal Of Innovation In Educational Research, 3(3).
- Plass, J. L., Mayer, R. E., & Homer, B. D. (2020). Handbook of game-based learning. MIT Press.
- Purpura, D. J., Napoli, A. R., Wehrspann, E. A., & Gold, Z. S. (2017). Causal connections between mathematical language and mathematical knowledge. Journal of Experimental Child Psychology, 159, 265–284.
- Schindler, L. A., Burkholder, G. J., Morad, O. A., & Marsh, C. (2017). Computer-based technology and student engagement. International Journal of Educational Technology in Higher Education, 14(25), 1–28. https://doi.org/10.1186/s41239-017-0063-0
- Schindler, M., Lilienthal, A. J., & Wüstenberg, S. (2017). Fostering early numeracy through digital tools. Computers & Education, 114, 1–12.
- Tsakeni, M., Nwafor, S. C., Mosia, M., & Egara, F. O. (2025). Mapping the scaffolding of metacognition and learning by AI tools in STEM classrooms: A bibliometric–systematic review approach. Journal of Intelligence, 13(11), 148. https://doi.org/10.3390/jintelligence13110148
- Wood, D., Bruner, J. S., & Ross, G. (2016). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89–100.
- Yuniria, A. R., Atikah, C., & Asmawati, L. (2023). Interactive educational games: Boosting numeracy skills in 4–5 year-old children through multimedia. Al-Ishlah: Jurnal Pendidikan.
- Zosh, J. M., Hirsh-Pasek, K., Hopkins, E. J., Jensen, H., Liu, C., Neale, D., Solis, S. L., & Whitebread, D. (2018). Accessing the inaccessible: Redefining play as a spectrum. Frontiers in Psychology, 9, 1124. https://doi.org/10.3389/fpsyg.2018.01124
- Zosh, J. M., Hirsh-Pasek, K., Hopkins, E., Jensen, H., Liu, C., Neale, D., Solis, S. L., & Whitebread, D. (2018). Accessing the inaccessible: Redefining play as a spectrum. Frontiers in Psychology, 9, 1124.
References
Anisah, Z. (2024). Scaffolding as a language learning technique for early childhood. Indonesian Journal of Early Childhood Islamic Education, 8(2).
Bird, J., & Edwards, S. (2015). Children learning to use technologies through play: A digital play framework. British Journal of Educational Technology, 46(6), 1149–1160. https://doi.org/10.1111/bjet.12191
Duncan, G. J., Magnuson, K., & Votruba-Drzal, E. (2019). Boosting family income to promote child development. Future of Children, 29(1), 99–120.
Hirsh-Pasek, K., Zosh, J. M., Golinkoff, R. M., Gray, J. H., Robb, M. B., & Kaufman, J. (2015). Putting education in “educational” apps: Lessons from the science of learning. Psychological Science in the Public Interest, 16(1), 3–34. https://doi.org/10.1177/1529100615569721
Hirsh-Pasek, K., Zosh, J. M., Golinkoff, R. M., Gray, J. H., Robb, M. B., & Kaufman, J. (2015). Putting education in educational apps: Lessons from the science of learning. Psychological Science in the Public Interest, 16(1), 3–34. https://doi.org/10.1177/1529100615569721
Kucirkova, N. (2020). Digital literacy and learning in early childhood. Oxford University Press.
Li, M., & Wilson, J. (2025). AI-integrated scaffolding to enhance agency and creativity in K–12 English language learners: A systematic review. Information, 16(7), 519. https://doi.org/10.3390/info16070519
Neumann, M. M. (2018). Learning through play: The impact of web-based games on early literacy development. Computers in Human Behavior, 81, 378–389.
________, M. M. (2020). The impact of tablets and apps on early literacy. Early Childhood Education Journal, 48(3), 321–330. https://doi.org/10.1007/s10643-019-00996-5
________, M. M. (2020). Young children’s use of touch screen tablets for writing and reading at home: Relationships with emergent literacy. Computers & Education, 97, 61–68. https://doi.org/10.1016/j.compedu.2016.02.013
Niklas, F., & Schneider, W. (2017). Home learning environment and development of child competencies. Journal of Educational Psychology, 109(2), 286–302. https://doi.org/10.1037/edu0000142
Nurfadila, M. Y., Hajar, S., & Arsyad, N. F. (2024). Utilizing quizizz for game-based learning in elementary science education. Journal of Education and Computer Applications, 1(1), 12-19.
Pd, E. M., & Nurfadila, M. Y. (2026). Addressing Educational Inequality in Indonesia: Policy Challenges and Digital Solutions for Disadvantaged Regions. Edelweiss: Journal Of Innovation In Educational Research, 3(3).
Plass, J. L., Mayer, R. E., & Homer, B. D. (2020). Handbook of game-based learning. MIT Press.
Purpura, D. J., Napoli, A. R., Wehrspann, E. A., & Gold, Z. S. (2017). Causal connections between mathematical language and mathematical knowledge. Journal of Experimental Child Psychology, 159, 265–284.
Schindler, L. A., Burkholder, G. J., Morad, O. A., & Marsh, C. (2017). Computer-based technology and student engagement. International Journal of Educational Technology in Higher Education, 14(25), 1–28. https://doi.org/10.1186/s41239-017-0063-0
Schindler, M., Lilienthal, A. J., & Wüstenberg, S. (2017). Fostering early numeracy through digital tools. Computers & Education, 114, 1–12.
Tsakeni, M., Nwafor, S. C., Mosia, M., & Egara, F. O. (2025). Mapping the scaffolding of metacognition and learning by AI tools in STEM classrooms: A bibliometric–systematic review approach. Journal of Intelligence, 13(11), 148. https://doi.org/10.3390/jintelligence13110148
Wood, D., Bruner, J. S., & Ross, G. (2016). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89–100.
Yuniria, A. R., Atikah, C., & Asmawati, L. (2023). Interactive educational games: Boosting numeracy skills in 4–5 year-old children through multimedia. Al-Ishlah: Jurnal Pendidikan.
Zosh, J. M., Hirsh-Pasek, K., Hopkins, E. J., Jensen, H., Liu, C., Neale, D., Solis, S. L., & Whitebread, D. (2018). Accessing the inaccessible: Redefining play as a spectrum. Frontiers in Psychology, 9, 1124. https://doi.org/10.3389/fpsyg.2018.01124
Zosh, J. M., Hirsh-Pasek, K., Hopkins, E., Jensen, H., Liu, C., Neale, D., Solis, S. L., & Whitebread, D. (2018). Accessing the inaccessible: Redefining play as a spectrum. Frontiers in Psychology, 9, 1124.