Model Pendidikan Literasi Media Guru Sekolah Penggerak Pendidikan Anak Usia Dini dalam Mendukung Kemampuan Berpikir Kritis Anak (Suatu Pendekatan Kualitatif Multiple Cases Study di Kabupaten Deli Serdang, Sumatera Utara)

Abstract

The aim of this research was to analyze teachers' media literacy, their understanding of media literacy, model of media literacy education in schools, and programs for enhancing media literacy in schools. The study employs a multiple case study method with a qualitative approach, focusing on early childhood education teachers in exemplary schools. The research was conducted over three months in five exemplary early childhood education schools in Deli Serdang Regency, with 15 participants comprising 8 exemplary early childhood education teachers as key informants and 7 others including school principals, supervisors, and program coordinator as additional informants. Data collection occurred over three months through in-depth interviews and classroom observations. The theoretical framework includes communication competence, organizational communication, group communication, interpersonal communication, media competence, media literacy, new media, media literacy education, technological pedagogical and content knowledge, contextual teaching and learning, structuration theory, and critical thinking skills. A significant finding of this research is that teachers are aware of possessing media literacy competence (conscious competence) in media communication practices but are not conscious of lacking competence (conscious incompetence) in understanding the concept of media literacy. The research results offer educational strategies for early childhood media literacy using the TIAR Model and propose a conceptual framework for media literacy in early childhood for further research.