Digital Literacy Teaching Modules in Early Childhood Education Units in Jember Region

This study was done to aid PAUD or Early Childhood Education units in the Jember region and determine the efficacy of deploying digital literacy teaching modules. The effectiveness and effects of using digital literacy in PAUD learning modules are the main subjects of this study. The PAUD guardians of students as well as the teaching personnel are the respondents to this study. This study employed a qualitative methodology to present data through observation, interviews, and documentation to evaluate the teaching of digital literacy modules to PAUD teaching staff. The usefulness and advantages of digital literacy teaching modules in PAUD education are examined from the perspectives and experiences of instructors, parents, and students in this study. Insight into how these teaching modules were put into practice with help from Early Childhood Education units in the Jember region was gained from the research results on the contribution of digital literacy teaching modules to early childhood education. In addition, it assists stakeholders in developing efficient plans for incorporating digital literacy teaching modules into the PAUD curriculum, including educators, policy-making organizations, and stakeholders.


INTRODUCTION
The development of children's competencies and the formation of their character are both greatly influenced by their schooling.Children in their early years are individuals with distinct personalities.This stage plays a crucial role in the growth and development of young children as they adjust to reaching certain ages, which is a crucial phase at every step of their lives.Early childhood is considered to be the "golden age," when every child possesses a keen sense of sensitivity and the capacity to take in a wide range of information, including good stimuli for growth and development.
By their developmental stage, children develop pretty optimally and can also receive the most stimulation.To assist this, parents, the government, and others work to provide early childhood education in a variety of ways that are ageappropriate for the children.The purpose of education, by Mariyana, Nugraha, and Rachmawati (2013), is to provide facilities for all elements that assist children's development and growth.Children may be given the best possible roles as a result.
In the early stage, instrumental objectives play a part in efforts to give young children direction to increase talents and fundamental readiness related to academic disciplines.Of course, the goal of this training is to be ready to handle a typically severe educational atmosphere.This relates to the academic aspect and also includes traits that may highlight the skill-based accomplishment criteria for kids.Children should be able to read and write from an early age to have this academic competence.Basic academic skills are transformed into basic literacy when reading comprehension is taught beginning at a young age.And children need to acquire these skills and competencies at a young age.This can be crucial in assisting kids to achieve success in the future.
According to Yaumi (2018), a module is a compact unit that results from learning to function autonomously.This implies that instruction can go smoothly even in the absence of teachers or other educators who regularly interact with students in person.In the meantime, modules are also known as learning facilities and tools, according to Tjiptany, As 'ari, and Muksar (2010).These resources include materials, methods, and ways to conduct systematic learning evaluations to offer a conclusion regarding the attainment of competency and the degree of learning complexity.the.
According to Purwanto's (2018) definition of a module, a module is a program package that is organized to serve as learning material for students.A learning program with predefined goals that may be achieved in a reasonably obvious manner is referred to as a module.The provision of educational resources can serve as a gauge of pupils' achievement concerning the knowledge they have attained.According to Sukoco (2014), another definition of a module is a learning medium that prioritizes competency while presenting learning objectives so that it can serve as a function for students.To establish a productive and effective learning environment, use this module.
The ability to recognize, comprehend, and interpret printed and written information that is directly relevant to learning is how UNESCO defines literacy.Literacy is defined in the KBBI as a person's proficiency in reading, writing, and information processing.The numbers entered into the system and specific numbering, on the other hand, are intimately tied to literacy from a digital perspective.In the learning process of students, literacy itself is a representation of specific skills.The ability to read and write, which is utilized to process information, is the definition of digital literacy.The capacity to use information technology from digital devices that can deliver effective and efficient tasks in a variety of scenarios is referred to as digital literacy, according to Herlina (2017).This context relates to knowledge that is commonly known.Sulianta (2020), on the other hand, defines digital literacy in terms of the ability to create and share work as well as to open doors and present various things.In addition, one of the definitions is the capacity to combine and convey the use of information technology tools to accomplish objectives.This concept can be derived from conclusions regarding comprehending digital literacy in reading, writing, and using advanced technology to retrieve the information you need.

METHOD
By delivering surveys and gathering qualitative data through the interview and observation processes, this study employs qualitative data methodologies.The qualitative research strategy allows for the investigation of occurrences, events, and social activities to be used in the research process.Another goal of this study approach is to perceive how people's opinions are expressed in the individual and group sectors.
To acquire data for this study, a thorough analysis of primary and secondary data sources on natural conditions was conducted.Observation, interviews, and documentation were also used in the data collection process along with other methods for gathering data.This qualitative technique is a research method that will give descriptive information in the form of both written and oral sources that came from interviews with respondents or informants who were chosen for the observation.Early Childhood Education (PAUD) schools in both rural and urban Jember were the sites of this study.

Graphic 1. Flowchart Qualitative Method
Parents of students at PAUD Jember's rural and urban campuses as well as the teaching personnel served as the study's subjects.The information used relates to abilities connected to digital literacy, including those related to internet searching, directing hypertext, evaluating information content, organizing knowledge about information, and applying digital literacy.

RESULT AND DISCUSSION
To concentrate on the research being conducted, this study collects data that is then sorted by the data's suitability and the needs in the data analysis procedure provided.2,267 schools are PAUD throughout the rural and urban Jember Regency, according to data sources for education.Only 17 PAUD are present in the Jember Regency.Two teachers from each of the 17 PAUDs were taken, for a total of 34 responders for this study.In contrast, three parents of students from each of the 17 PAUDs who participated in the study were parents of students.Teachers who responded to the survey were divided into groups according to their greatest degree of education, gender, and time spent working as PAUD teachers.The categories for parents themselves then include gender, degree of education, and type of employment.34 respondents were instructors.51 respondents were parents, according to the survey.The table above shows five indicators of questions asked of respondents.The outcome of replying "Yes" to each indicator in this questionnaire or interview focuses on teachers or instructional personnel who truly comprehend the question.Meanwhile, the response "Enough" focuses on educating personnel who merely know but do not truly comprehend.Meanwhile, the response "Don't Know" is for those who don't know or have only recently learned about the phrases in the question.
According to the table, 23.54% or 8 teachers truly understand what internet searching is and how to use it.Internet searching is defined as a data collection approach that employs Internet search technology tools such as Google, Bing, and Yahoo.This strategy makes it easier for people to receive the information they need.
Meanwhile, 38.23% of respondents (13 in total) indicated that they simply recognized the definition of Internet searching but had no idea how to use it.Others use search engines like Google regularly but are unaware of the activity's name.The remaining 13 respondents, or 38.23%, answered that they did not know and had never known the word.
Another concern is how to include hypertext or hyperlink navigation into learning modules in programs such as Microsoft Office.It was discovered that around 8.82% knew the terms and how to use them.In the meantime, around 32.35% are familiar with hyperlinks.However, they are unaware of the name of hypertext navigation, as well as the concepts and definitions.Meanwhile, up to 58.83% of respondents were unfamiliar with the phrases and their applications.
The third sign is connected to content evaluation; many teachers are still unaware of content evaluation.As many as 79.41% of respondents were unaware of this.Then, as many as 14.71% of respondents claimed that they were aware of content evaluation but did not practice it frequently.Only about 5.88% are aware of content evaluation and use it frequently when developing learning modules for students.
The next indicator revealed that many respondents did not understand the meaning of digital literacy.This is evidenced by the fact that 38.24% of respondents had no idea what digital literacy is.Meanwhile, 29.41% of those polled said they knew and comprehended enough.Meanwhile, the remaining 32.35% of respondents said they already knew what digital literacy was and how to create it.
Then the fifth indicator concerns experience in developing digital literacy.It turns out that only around 14.71% of the respondents have developed digital literacy.Meanwhile, 5.88% only know how to create literacy but have never done it.Meanwhile, the remaining 79.41 never developed digital literacy.

Graphic 3. Percentage Indicator Questions for Parents
There are three indicators and three responses for inquiries directed towards parents.There were three options: "Agree," "Disagree," and "Don't Know."There are multiple parent responses possible for each indicator.Parents typically support the deployment of digital literacy training modules for kids at a young age, as can be seen in the indication table above.The first indicator of this is children's understanding of education through the use of more user-friendly digital literacy.An infant can understand lessons more easily thanks to the ease of Pemakaian and the variations in the model ajar in question.According to the findings, almost 90.20 percent of adults believe that children will behave better if they are more easily taught the fundamentals of education.Just 9.8% of respondents who were adults said they weren't sure..
It was noted in the data that 92.16% of parents agreed with the second indicator, which was about the role of parents who are less involved in teaching children digital literacy.Then, 3.92% of respondents indicated that they disagreed with the indicator or had no knowledge of it.Regarding the education of digital literacy to children, parents are distant from their offspring.
A response of around 92.16% indicated agreement with the third indication regarding the role of digital literacy in assisting teachers and parents as mentors in students' development.

Supporting Factor
Closely related to the supporting factors regarding the digital literacy teaching module, many respondents agreed with the indicator statement.In the first indicator, the supporting factor mentioned is that the ease of information on the internet is one of the supporting factors in creating digital literacy.There were 82.36% of teacher respondents agreeing with these indicators.Meanwhile, 11.76% said they disagreed and the rest said they didn't know.Meanwhile, the second indicator which states that one of the supporting factors is the variety of digital literacy creation applications which can now be obtained easily, is 73.54%.Then there were 17.64% who said they did not agree with this indicator.The remaining 8.82% said they didn't know.The third indicator which mentions tutorials on creating digital literacy on the internet, which have been found quite a lot, received 85.29% approval.Then 8.82% said they disagreed.And the remainder, 5.88% said they didn't know.
In addition to the supportive aspects, there are undoubtedly several barriers that prevent the Early Childhood Education unit from using digital literacy teaching modules.Two impediments were laid before the respondents.The first factor is the provider network, which occasionally does not support online information searches.64.7% of respondents said they agreed.Following that, 5.88% said they were unsure while 29.42% stated they disagreed.One of the barriers is the second indicator, which is the requirement for time to research and The findings of this research's observations, interviews, documentation, and data analysis revealed that teachers did not fully comprehend the role of digital literacy in the learning process.In truth, few educators are familiar with the fundamental concepts of using the internet to promote digital literacy.
This can be seen from several indicators such as understanding internet searching, hyperlinks and also content evaluation, which teachers do not yet understand and comprehend regarding how to use them.Apart from that, not much is known about the definition of digital literacy and experience in creating teaching modules on a digital basis.The use of internet searching, hyperlinks, content evaluation, digital literacy, and creating digital teaching modules are important aspects of the educational context.Unfortunately, many educators do not fully understand and master how to use it.Internet searches are key in accessing various sources of educational information, but are often not utilized optimally.Hyperlinks, as a tool for creating interactive digital teaching materials, are also often overlooked.Evaluation of online content is very important in avoiding the spread of false and inaccurate information, but the ability to carry out this evaluation is often lacking.
Despite being a significant trend in contemporary education, the development of digital teaching modules is frequently not well understood by educators.So that teachers can effectively incorporate technology into instruction and aid students in gaining greater digital literacy abilities, continual training and education in these areas is crucial.Additionally, there is a lack of knowledge on digital literacy, which encompasses knowledge of technology, online ethics, and digital security.Teachers who are proficient in digital literacy can advise pupils on how to utilize technology responsibly.
According to research by Rahmawat & and Suharyati (2021), some teachers are still unable to understand the software or applications that enable the design of teaching modules with digital literacy support.The findings of this study are also consistent with those of Khoiriyah, et al. (2022), who found that many instructional staff members still do not fully comprehend digital literacy.Additionally, with relation to reporting on students' learning results, which teachers themselves do not yet fully understand.
Teachers who created digital literacy teaching modules for early childhood education said that the internet was one of the supportive and limiting aspects of their work.Simply put, instructors still require time to study and comprehend the design of lesson plans with help from digital literacy because their proficiency in the internet and technology is still subpar.
According to research by Kustandi & and Ibrahim (2021), teachers lack awareness of internet usage and digital literacy.Their findings are consistent with this research's findings.The fact that the teaching staff needs time to learn how to create lesson plans using this digital literacy strategy and support is demonstrated by the metrics that support it.According to observations and interviews from Setyawati's research from 2021, parents and teachers can assist children in their growth and learning by serving as mentors..
According to research by Munawar (2019), parents have not completely engaged in the process of teaching children digital literacy, the findings of the research on the absence of parental involvement in that process are consistent with that finding.It was shown that 92.16% of parents claimed to have minimal involvement in the teaching of digital literacy.

CONCLUSION
To overcome this problem, collaborative efforts are needed between schools, teachers and parents.However, before that, based on the research data obtained on teachers, it is necessary to provide intensive guidance to teachers so that the digital literacy possessed by teachers can become a provision for teachers to formulate teaching modules and become provisions for teachers to realize parents properly and correctly.As an activity that has been carried out, namely conducting training for PAUD educators on digital literacy.In this research process, several suggestions can be taken into consideration in future research by selecting more varied respondents in terms of demographics.Then the development process for the research subject can be carried out by adjusting the theme of the research.

Table 5 . Supporting & Obstacle Factor Graphic 4.
The remaining 7.84%, meanwhile, stated that they disagreed with this indicator.