Irna Anjarsari, Siti Nurindah Sari, Atika Zahra Furi, Dian Kusumawati, Khasanah Khasanah

Penggunaan Media Visual Interaktif dengan Power Point untuk Anak Usia 5-6 Tahun pada Pendidik PAUD di Era Pandemik

Introduction

Penggunaan media visual interaktif dengan power point untuk anak usia 5-6 tahun pada pendidik paud di era pandemik. Tingkatkan pembelajaran PAUD di era pandemik! Pelajari penggunaan media visual interaktif Power Point untuk anak usia 5-6 tahun. Workshop bagi pendidik PAUD.

Abstract

Based on the results of the survey, there are still many educators who use traditional methods of teaching during the pandemic. The choice of using Power Point soft media in the learning process is considered more effective and easy to apply by PAUD educators who are married and have inadequate thinking power when given more detailed graphic visual media. The purpose of this service activity is to broaden the horizons of PAUD educators in understanding the importance of using interactive media in Early Childhood learning and to determine the ability of PAUD educators to create interactive visual media using Power Point software in the learning process for Early Childhood. The methods used in the implementation of this service are presentation, question and answer, mentoring and training in making interactive visual media in the learning process in the Covid 19 pandemic era. This service activity provides the benefit of adding insight into the importance of using interactive visual media in learning in the pandemic era and increasing the ability of educators to hone creativity through power point software. This service activity is carried out within a period of 4 months and is carried out online, in order to measure the success of the service program, continuous observation is carried out.

Review

This submission details a community service activity focused on enhancing the capacity of Early Childhood Education (PAUD) educators in Indonesia, specifically regarding the use of interactive visual media via PowerPoint for children aged 5-6 during the pandemic. The abstract clearly articulates a timely and relevant problem: the prevalence of traditional teaching methods and the perceived difficulty for some educators in adopting more complex digital tools. The initiative aims to broaden educators' horizons regarding interactive media and to equip them with the skills to create such resources using a widely accessible platform like PowerPoint, which is a practical choice given the target audience's stated preference for ease of application. The strengths of this service activity lie in its practical, hands-on approach and its direct response to an identified need. By employing methods such as presentation, question and answer sessions, mentoring, and direct training, the program appears well-structured to achieve its stated objectives. The abstract highlights the anticipated benefits, including increased insight into the importance of interactive media and enhanced creativity among educators. The choice of PowerPoint as the primary tool is sensible, as it offers a balance between interactivity and ease of use, potentially overcoming barriers associated with more sophisticated software. Furthermore, conducting the activity online and over a four-month period demonstrates adaptability to the pandemic context and a commitment to sustained engagement. However, as a journal abstract, it primarily describes the *intentions* and *methodology* of a service activity rather than presenting empirical *results* or *findings* from a research study. While it mentions "continuous observation" to measure success, the abstract provides no data, qualitative insights, or quantitative outcomes to substantiate the claimed benefits or the degree of success achieved. For a full journal paper, it would be crucial to present evidence of how educators' insights actually broadened, how their abilities to create interactive media improved, and crucially, what impact this had on children's learning experiences. Future iterations or a full manuscript should include a robust evaluation section, detailing challenges encountered, the specific improvements observed in educator practice, and any measurable changes in learning engagement or outcomes for the children.

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