The Effects of Interactive Digital Learning Media on Preschoolers’ Pre-Reading Skills and Literacy Interest
DOI:
https://doi.org/10.33394/jp.v13i4.21986Keywords:
Interactive Digital Learning Media, Pre-Reading Skills, Literacy Interest, Early Childhood EducationAbstract
This study aims to examine the effects of interactive digital learning media on pre-reading skills and literacy interest among Group B children at an early childhood education center in Indonesia. The study employed a quantitative approach using a quasi-experimental pretest–posttest control group design. The sample comprised 30 children selected through purposive sampling and equally divided into an experimental group and a control group, with 15 children in each group. Data were collected using validated and reliable observation instruments measuring pre-reading skills and literacy interest. The data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, Levene’s test of homogeneity, paired-samples t-tests, independent-samples t-tests, and N-gain analysis. In the experimental group, the mean pre-reading skills score increased from 51.07 to 64.00, while the mean literacy interest score increased from 52.80 to 64.87. In comparison, the control group showed smaller increases in pre-reading skills, from 53.20 to 55.07, and in literacy interest, from 53.80 to 55.07. Independent-samples t-tests revealed statistically significant differences in posttest scores between the experimental and control groups for both outcomes (p < .001). The experimental group yielded N-gain scores of 0.2908 for pre-reading skills and 0.2821 for literacy interest. Although both N-gain scores were categorized as low, the experimental group demonstrated greater gains than the control group. These findings suggest that interactive digital learning media may serve as a complementary, teacher-guided strategy for supporting children’s pre-reading development and engagement in early literacy activities.
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