Permainan Digital Responsif Budaya dalam Pendidikan Anak Usia Dini: Tinjauan Literatur Integratif untuk Konteks Papua Pegunungan

Gabrilia Agnes Adisty; Grandy Reney Muaya

doi:10.58230/27454312.5087

Authors

Gabrilia Agnes Adisty STT Arastamar Wamena
Grandy Reney Muaya STT Arastamar Wamena

DOI:

https://doi.org/10.58230/27454312.5087

Keywords:

Culturally Responsive Digital Play, Pendidikan Anak Usai Dini, Play-based Learning, Teknologi Digital, Papua Pegunungan

Abstract

Pemanfaatan teknologi digital dalam pendidikan anak usia dini terus berkembang, tetapi keberhasilannya tidak semata-mata ditentukan oleh ketersediaan perangkat maupun aplikasi. Kualitas pengalaman belajar anak sangat bergantung pada kesesuaian antara teknologi, pedagogi bermain, karakteristik perkembangan anak, dan konteks sosial-budaya lingkungan tempat tinggal anak. Persoalan ini menjadi penting bagi komunitas Indigenous dan multibahasa seperti Papua Pegunungan karena permainan digital yang tidak berakar pada bahasa, cerita, pengalaman, dan pengetahuan lokal berisiko menghadirkan pengalaman belajar yang jauh dari kehidupan anak. Kajian ini bertujuan mensintesis penelitian tentang permainan digital dalam pendidikan anak usia dini, pembelajaran responsif budaya, pembelajaran berbasis bermain, dan penggunaan teknologi dalam pendidikan Indigenous untuk merumuskan implikasinya bagi PAUD di Papua Pegunungan. Penelitian menggunakan pendekatan integrative literature review terhadap 31 artikel jurnal internasional terbitan 2020–2026 yang relevansi dan metadata bibliografisnya telah diverifikasi, dengan prioritas pada jurnal terindeks Scopus. Analisis dilakukan melalui proses coding, kategorisasi, perbandingan, dan sintesis tematik dengan menggunakan lensa Technology, Pedagogy, Learner, Context, Learning Process sampai pada Learning Outcomes. Hasil kajian menghasilkan lima tema utama, yaitu sifat manfaat permainan digital yang kondisional, pentingnya mempertahankan karakter bermain dan agensi anak, budaya dan bahasa sebagai sumber desain, pentingnya mediasi guru-keluarga-komunitas, serta kebutuhan terhadap teknologi yang adaptif terhadap konteks dan keterbatasan sumber daya. Berdasarkan sintesis tersebut, temuan ini mengusulkan kerangka Culturally Responsive Digital Play (CRDP) yang memosisikan teknologi sebagai penguat pengalaman bermain dan pembawa sumber daya budaya, bukan sebagai tujuan pembelajaran itu sendiri.

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