Improving Language and Social Skills Using Digital Storybooks for Playgroup Children at KBIT Permata Hati Jebres, Surakarta
DOI:
https://doi.org/10.18502/kss.v10i17.19331Keywords:
digital storybooks, language skills, social-emotional, early childhood, early childhood education (ECED)Abstract
This study aims to improve early childhood language and social-emotional skills through the use of digital storybooks at KBIT Permata Hati Jebres, Surakarta, Indonesia. A descriptive qualitative approach was employed, using in-depth interviews, observations, and documentation for data collection. The research focused on children in the playgroup who exhibited delays in language and social-emotional development. Prior to the intervention, several children demonstrated difficulties with two-way communication and limited vocabulary, as well as challenges in emotional regulation and peer interaction. Contributing factors included insufficient interaction and communication between children and parents, as well as a lack of engaging stimulation at school. Following the use of digital storybooks, significant improvements were observed in both language and social-emotional skills. Children showed improved vocabulary, ability to recognize characters, and the ability to retell stories. Socialemotional skills such as empathy, sharing, and cooperation also improved. Parental and teacher involvement played a crucial role in the successful implementation of digital storybooks. The study concludes that digital storybooks are an effective tool for supporting early childhood language and social-emotional development, especially when supported by active adult guidance. The findings revealed a 71.43% improvement in language development and a 62.5% increase in social-emotional skills. The digital storybook developed from this research is accessible at https://s.id/mutibook.
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