PEDAGOGICALLY MEDIATED YOUTUBE INTEGRATION FOR INTERACTIVE LEARNING IN EARLY CHILDHOOD EDUCATION
DOI:
https://doi.org/10.23969/jp.v11i03.64069Keywords:
Early Childhood Education, Interactive Learning, Pedagogical Mediation, Youtube MediaAbstract
This study aims to examine how YouTube channels are utilized as interactive learning media for children aged 4–5 years at TK PGRI Kartini Ledokombo, Jember. Although previous studies have confirmed the effectiveness of YouTube in improving children's motivation and learning outcomes, limited attention has been given to the pedagogical processes through which teachers select educational content, facilitate classroom interaction, and sustain children's engagement during learning. This study advances a pedagogically mediated digital learning perspective by conceptualizing YouTube as an interactive learning ecosystem rather than merely an audiovisual medium. Empirical evidence further shows that 11 of 15 children actively participated in classroom discussions, while 8 children successfully reconstructed learning content using their own words. This study employed a qualitative descriptive approach involving one principal, one classroom teacher, 15 children aged 4–5 years, and several parents selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and document analysis, and analyzed using an interactive analysis model comprising data reduction, data display, and conclusion drawing. Source and method triangulation were applied to enhance the credibility of the findings. The findings indicate that effective YouTube integration depends on systematic instructional planning, teacher mediation, and continuous classroom interaction rather than the technological features of the platform itself. Children's positive responses were reflected in sustained attention, active participation, improved conceptual understanding, and collaborative communication. The study demonstrates that meaningful digital learning emerges through the dynamic interaction among teachers, learners, instructional design, and multimedia resources, providing a broader conceptual understanding of interactive digital pedagogy in early childhood education.
Downloads
References
Afriani, D. A. (2025). EFEKTIVITAS PENGGUNAAN MEDIA PEMBELAJARAN INTERAKTIF BERBASIS TEKNOLOGI DALAM MENINGKATKAN PEMAHAMAN AGAMA DI MA PPTH TEMBILAHAN. DIDACTA : Journal Of Educational Studies, 1(1), 8–13.
Ali, M. (2022). Innovative Leadership Management in Early Children Education. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(4), 3007–3012. https://doi.org/10.31004/obsesi.v6i4.2198
Brame, C. J., & Perez, K. E. (2016). Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content. CBE—Life Sciences Education, 15(4), es6. https://doi.org/10.1187/cbe.16-03-0125
Budiarti, E., & Adar, S. Y. (2023). Impact of Digital Media on Social-Emotional Development in Early Childhood: A Case Study at TK Kartika XX-46 Kendari. Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini, 8(2), 89–98. https://doi.org/10.14421/jga.2023.82-04
Carney, S. (2022). Reimagining our futures together: A new social contract for education: by UNESCO, Paris, UNESCO, 2021, 186 pages, ISBN 978-92-3-100478-0. Comparative Education, 58(4), 568–569. https://doi.org/10.1080/03050068.2022.2102326
Cloutier, C., & Ravasi, D. (2021). Using tables to enhance trustworthiness in qualitative research. Strategic Organization, 19(1), 113–133. https://doi.org/10.1177/1476127020979329
Faizin, I., & Astuti, I. (2026). Pemanfaatan Media Audio Visual untuk Meningkatkan Pemahaman Praktik Ibadah Anak Usia Dini. Rising Star: Journal of Early Childhood Education, 1(1), 19–29.
Fitzpatrick, C., Cristini, E., Bernard, J. Y., & Garon-Carrier, G. (2023). Meeting preschool screen time recommendations: Which parental strategies matter? Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1287396
Fleer, M. (2022). The genesis of design: Learning about design, learning through design to learning design in play. International Journal of Technology and Design Education, 32(3), 1441–1468. https://doi.org/10.1007/s10798-021-09670-w
Gazali, D. G. D. (2025). Pentingnya Media Audio-visual Dalam Meningkatkan Kecerdasan Musikalitas Anak Usia Dini. Jendela: Jurnal Pendidikan Elaborasi, 2(2), 32–42.
Hendraningrat, D., & Fauziah, P. (2022). Media Pembelajaran Digital untuk Stimulasi Motorik Halus Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(1), 56–70. https://doi.org/10.31004/obsesi.v6i1.1205
Maryani, K., Khosiah, S., & Amaliah, S. (2022). Hubungan Menonton Video Youtube Dengan Kemampuan Komunikasi Anak Usia 5 -6 Tahun. As-Sibyan: Jurnal Pendidikan Anak Usia Dini, 7(1), 121–132. https://doi.org/10.32678/assibyan.v7i1.9841
Mayer, R. E. (2024a). The Past, Present, and Future of the Cognitive Theory of Multimedia Learning. Educational Psychology Review, 36(1), 8. https://doi.org/10.1007/s10648-023-09842-1
Mayer, R. E. (2024b). The Past, Present, and Future of the Cognitive Theory of Multimedia Learning. Educational Psychology Review, 36(1), 8. https://doi.org/10.1007/s10648-023-09842-1
Meisaroh, T., Irmiati, R. A., Maharani, A. G., Sabiq, M. Z., Ahsan, H. M., & Rahmawati, F. (2025). KREATIVITAS GURU MUDA EDUPRENUR DALAM MENGEMBANGKAN BIMBINGAN BELAJAR BERBASIS TEKNOLOGI DI LINGKUNGAN PEDESAAN. Jurnal Ekonomi Bisnis Dan Kewirausahaan, 2(6), 102–109. https://doi.org/10.69714/g9qwea20
Meyer, M., Zosh, J. M., McLaren, C., Robb, M., McCaffery, H., Golinkoff, R. M., Hirsh-Pasek, K., & Radesky, J. (2021). How educational are “educational” apps for young children? App store content analysis using the Four Pillars of Learning framework. Journal of Children and Media, 15(4), 526–548. https://doi.org/10.1080/17482798.2021.1882516
Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative Data Analysis. SAGE.
Noetel, M., Griffith, S., Delaney, O., Sanders, T., Parker, P., del Pozo Cruz, B., & Lonsdale, C. (2021). Video Improves Learning in Higher Education: A Systematic Review. Review of Educational Research, 91(2), 204–236. https://doi.org/10.3102/0034654321990713
OECD. (2021). Starting Strong VI: Supporting Meaningful Interactions in Early Childhood Education and Care. OECD Publishing. https://doi.org/10.1787/f47a06ae-en
Pangarti, W. M., & Yaswinda, Y. (2023). Pembelajaran Berbasis Multimedia untuk Meningkatkan Kemampuan Kognitif Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 7. https://oamonitor.ireland.openaire.eu/national//search/publication?pid=10.31004%2Fobsesi.v7i3.4407
Rahmi, R., Putri, M. A., Nurcahyani, A. R., & Susanti, R. A. (2024). Channel Youtube Kinderflix dalam Persepsi Mahasiswa PIAUD. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 8(5), 1285–1302. https://doi.org/10.31004/obsesi.v8i5.6146
Rakiyah, S. (2021). Strategi Peningkatan Kemampuan Bicara Anak Usia 3 Tahun Melalui Youtube. Komunikologi: Jurnal Pengembangan Ilmu Komunikasi Dan Sosial, 5(1), 56–66. https://doi.org/10.30829/komunikologi.v5i1.9467
Rejeki, A. S., Rukhiyati, I., Listiani, M., Nurhayati, N., & Syamsiah, S. (2025). Pengembangan Literasi Digital untuk Anak Usia Dini melalui Media Interaktif. CENDEKIA : Jurnal Penelitian Dan Pengkajian Ilmiah, 2(11), 1990–2001. https://doi.org/10.62335/cendekia.v2i11.2038
Rose, J., & Johnson, C. W. (2020). Contextualizing reliability and validity in qualitative research: Toward more rigorous and trustworthy qualitative social science in leisure research. Journal of Leisure Research, 51(4), 432–451. https://doi.org/10.1080/00222216.2020.1722042
Scott, F., Marsh, J., Murris, K., Ng’ambi, D., Thomsen, B. S., Bannister, C., Bishop, J., Dixon, K., Giorza, T., Hetherington, A., Lawrence, C., Nutbrown, B., Parry, B., Peers, J., & Scholey, E. (2023). An ecological perspective on children’s play with digital technologies in South Africa and the United Kingdom. International Journal of Play, 12(3), 349–374. https://doi.org/10.1080/21594937.2023.2235466
Su, J., Ng, D. T. K., Yang, W., & Li, H. (2022). Global Trends in the Research on Early Childhood Education during the COVID-19 Pandemic: A Bibliometric Analysis. Education Sciences, 12(5), 331. https://doi.org/10.3390/educsci12050331
Umrah, Us. Djuko, R., & Juniarti, Y. (2023). Pengaruh Youtube Terhadap Perilaku Sopan Santun Anak Usia 5-6 Tahun di TK Negeri Pembina KI Hajar Dewantoro Kecamatan Dungingi Kota Gorontalo. Jurnal Pelita PAUD, 7(2), 416–422. https://doi.org/10.33222/pelitapaud.v7i2.2962
Xu, Y., Vigil, V., Bustamante, A. S., & Warschauer, M. (2022). Contingent interaction with a television character promotes children’s science learning and engagement. Journal of Applied Developmental Psychology, 81, 101439. https://doi.org/10.1016/j.appdev.2022.101439
Yu, J., DeVore, A., & Roque, R. (2021). Parental Mediation for Young Children’s Use of Educational Media: A Case Study with Computational Toys and Kits. Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems, CHI ’21, 1–12. https://doi.org/10.1145/3411764.3445427
Yusuf, S., & Darmasnyah, D. (2025). Integrasi Teknologi dalam Pembelajaran Anak Usia Dini. Aulad: Journal on Early Childhood, 8(2), 1034–1040. https://doi.org/10.31004/aulad.v8i2.1055
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Pendas : Jurnal Ilmiah Pendidikan Dasar
This work is licensed under a Creative Commons Attribution 4.0 International License.
