Development of a Canva-Assisted Microblogging Model to Enhance Understanding of Fundamental Early Childhood Education Concepts
DOI:
https://doi.org/10.59211/mjpjetl.v4i1.335Keywords:
Microblogging Model; Canva; Fundamental ECE Concepts; Nonformal ECE Teachers; Andragogy.Abstract
This study aimed to develop a Canva-assisted microblogging model to enhance nonformal Early Childhood Education (ECE) teachers' understanding of fundamental ECE concepts. The study employed a Research and Development approach using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. The products developed included the MIKRO Model and three Canva-assisted microblogs addressing common misconceptions in ECE practices. The MIKRO Model integrated five stages, namely Access, Identification, Review, Reflection, and Optimization, to facilitate concise, contextual, and reflective learning experiences. The model and microblogs were validated by a model expert and a media expert to determine their feasibility before implementation. A limited field trial involving 20 nonformal ECE teachers was conducted using a pretest-posttest design. The findings indicated that the MIKRO Model was feasible for implementation, with expert validation results categorizing both the model and the microblogs as feasible. Furthermore, teachers' understanding of fundamental ECE concepts improved following the intervention, as reflected in the increase in posttest scores and a moderate N-Gain score. The study concluded that the Canva-assisted MIKRO Model represented an innovative and practical alternative for supporting the professional learning of nonformal ECE teachers through concise, flexible, and reflective learning experiences.
Downloads
References
[1] J. Murray, “What is the purpose of education? A context for early childhood education,” 2023, Taylor & Francis.
[2] A. Ansori and N. M. Firdaus, “Increasing community participation capacity in paud program through parenting education at pusat kegiatan belajar masyarakat,” Empower. J. Ilm. Progr. Stud. Pendidik. Luar Sekol., vol. 9, no. 1, pp. 89–94, 2020.
[3] E. Shuey et al., “Starting strong VI: supporting meaningful interactions in early childhood education and care,” 2021.
[4] T. Estherlita and A. Ansori, “Implementing Deep Learning Approaches in Non-Formal Equivalency Education: Strategies and Pedagogical Implications,” J. Kependidikan J. Has. Penelit. dan Kaji. Kepustakaan di Bid. Pendidikan, Pengajaran, dan Pembelajaran, vol. 12, no. 1, pp. 165–176, 2026.
[5] T. Hug, M. Lindner, and P. Bruck, “Microlearning: Emerging Concepts,” Pract. Technol. after e-Learning, 2005.
[6] M. S. Knowles, E. F. Holton III, and R. A. Swanson, The adult learner: The definitive classic in adult education and human resource development. Routledge, 2014.
[7] R. M. Branch and İ. Varank, Instructional design: The ADDIE approach, vol. 722. Springer, 2009.
[8] S. Arikunto, “Prosedur penelitian suatu pendekatan praktek,” (No Title), 2010.
[9] R. R. Hake, “Analyzing change/gain scores,” 1999, USA.
[10] M. S. Knowles, E. Holton, and R. Swanson, “The adult learner: the definitive classic in adult education and human resource development (6th),” Burlington, MA Elsevier, 2005.
[11] S. B. Merriam and L. M. Baumgartner, Learning in adulthood: A comprehensive guide. John Wiley & Sons, 2020.
[12] M. S. Knowles, “Andragogy in action,” 1984.
[13] S. B. Merriam and L. L. Bierema, Adult learning: Linking theory and practice. John Wiley & Sons, 2013.
[14] N. Nieveen and E. Folmer, “Formative evaluation in educational design research,” Des. Res., vol. 153, no. 1, pp. 152–169, 2013.
[15] M. Tessmer, Planning and conducting formative evaluations. Routledge, 2013.
[16] E. J. Tisdell, S. B. Merriam, and H. L. Stuckey-Peyrot, Qualitative research: A guide to design and implementation. John Wiley & Sons, 2025.
[17] M. Livingston and D. Cummings-Clay, “Advancing adult learning using andragogic instructional practices,” Int. J. Multidiscip. Perspect. High. Educ., vol. 8, no. 1, pp. 29–53, 2023.
[18] D. Ariefin, “Prinsip-Prinsip Praktis Bersikap dalam Mendampingi Orang Dewasa Belajar,” Didache J. Christ. Educ., vol. 4, no. 1, pp. 91–106, 2023.
[19] I. Buchem and H. Hamelmann, “Microlearning: a strategy for ongoing professional development,” eLearning Pap., vol. 21, no. 7, pp. 1–15, 2010.
[20] J. C. De Gagne, H. K. Park, K. Hall, A. Woodward, S. Yamane, and S. S. Kim, “Microlearning in health professions education: scoping review,” JMIR Med. Educ., vol. 5, no. 2, p. e13997, 2019.
[21] J. Sweller, “Cognitive load during problem solving: Effects on learning,” Cogn. Sci., vol. 12, no. 2, pp. 257–285, 1988.
[22] R. E. Mayer, The Cambridge handbook of multimedia learning. Cambridge university press, 2005.
[23] D. A. Kolb, Experiential learning: Experience as the source of learning and development. FT press, 2014.
[24] H. P. Widodo and S. Ferdiansyah, “Engaging student teachers in video-mediated self-reflection in teaching practica,” in Routledge international handbook of schools and schooling in Asia, Routledge, 2018, pp. 922–934.
[25] D. A. Schön, The reflective practitioner: How professionals think in action. Routledge, 2017.
[26] J. Mezirow, “Learning to think like an adult,” Learn. as Transform. Crit. Perspect. a theory Prog., pp. 3–33, 2000.
[27] B. A. Loeneto, Z. Alwi, E. Ernalida, E. Eryansyah, and S. Oktarina, “Teacher education research and development in Indonesia: Preparing educators for the twenty-first century,” in Handbook of Research on Teacher Education: Innovations and Practices in Asia, Springer, 2022, pp. 173–204.
[28] M. Huda and K. S. M. Teh, “Empowering professional and ethical competence on reflective teaching practice in digital era,” in Mentorship strategies in teacher education, IGI Global Scientific Publishing, 2018, pp. 136–152.
Downloads
Published
Issue
Section
URN
License
Copyright (c) 2026 Ansori Ansori, Silmy Nurul Firdaus, Arifah Riyanto
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors grant the journal the right of first publication. which permits unrestricted use, distribution, and reproduction in any medium, provided that the original work is properly cited. Authors are responsible for ensuring that any third-party materials included in their work have proper permissions.
