PENDAMPINGAN GURU PENDIDIKAN ANAK USIA DINI DALAM PENGEMBANGAN MEDIA PEMBELAJARAN INTERAKTIF BERBASIS SCRATCH DAN AI GENERATIF
Abstract
Abstrak: Pengembangan media pembelajaran pada pendidikan anak usia dini memerlukan kemampuan guru menghubungkan tema, cerita, aset visual, suara, dan logika pemrograman, sedangkan pengalaman pemrograman berbasis blok pada mitra masih terbatas. Kegiatan ini bertujuan mengembangkan keterampilan teknis 13 guru pendidikan anak usia dini dari sekolah mitra dalam merancang media berbasis Scratch dengan dukungan AI generatif. Pendampingan berbasis proyek dilaksanakan melalui demonstrasi, praktik terpandu, kerja kelompok, dan presentasi pada tahap perencanaan, pelaksanaan, dan evaluasi. Peserta merumuskan cerita, menyiapkan aset dengan ChatGPT dan ElevenLabs, menyusun blok, menguji, memperbaiki, dan mempresentasikan proyek. Monitoring menggunakan observasi langsung, sedangkan evaluasi menggunakan kuesioner berisi 15 pernyataan tertutup dan 3 pertanyaan terbuka. Keberhasilan ditinjau dari ketercapaian minimal satu proyek per kelompok dan respons pada indikator teknis utama. Tiga kelompok menghasilkan lima proyek. Respons positif mencapai 100% pada pemahaman dasar pemrograman berbasis blok, perancangan media, kemudahan antarmuka, dan komitmen penerapan, sedangkan sequencing dan troubleshooting mencapai 92,3%. Hasil menunjukkan penerimaan dan kesiapan awal peserta.
Abstract: Developing learning media for early childhood education requires teachers to connect themes, stories, visual and audio assets, and programming logic, while the partner’s experience with block-based programming remained limited. This program aimed to develop the technical skills of 13 early childhood teachers from a partner school in designing Scratch-based learning media with generative AI support. Project-based mentoring used demonstrations, guided practice, group work, and presentations across planning, implementation, and evaluation stages. Participants formulated stories, prepared assets with ChatGPT and ElevenLabs, arranged blocks, tested, revised, and presented projects. Monitoring used direct observation, while evaluation employed a questionnaire containing 15 closed-ended statements and 3 open-ended questions. Success was assessed through the achievement of at least one project per group and responses to key technical indicators. Three groups produced five projects. Positive responses reached 100% for basic block-based programming understanding, media design, interface ease, and implementation commitment, while sequencing and troubleshooting reached 92.3%. These findings indicate participants’ acceptance and initial readiness.
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DOI: https://doi.org/10.31764/jmm.v10i5.41523
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