Konseptualisasi Media Storytelling Interaktif Generative AI untuk Pengembangan Bahasa Reseptif AUD
DOI:
https://doi.org/10.29313/bcsecte.v6i2.25806Abstract
Abstract. Receptive language competence, encompassing listening comprehension and the ability to follow verbal instruction, constitutes a foundational milestone in early childhood education that is increasingly challenged by passive digital exposure. This conceptual qualitative study addresses the urgency of transforming children's screen interaction from passive consumption into pedagogically meaningful engagement through Generative AI-based interactive storytelling media. Employing a systematic literature review, content analysis, and theoretical synthesis, this research constructs a conceptual model integrating three Generative AI components: large language models for adaptive narrative generation, diffusion-based visual models for dynamic storyboard illustration, and voice synthesis technology for expressive auditory narration. The synthesis reveals that multisensory, responsive storytelling activates a feedback cycle grounded in Vygotskian scaffolding and the zone of proximal development, strengthening vocabulary acquisition, auditory attention, and verbal instruction comprehension among early childhood learners. The study further identifies pedagogical and ethical boundaries, including screen-time regulation, prevention of overstimulation, and the indispensable mediating role of teachers and parents. This research concludes that Generative AI-based interactive storytelling offers a promising, ethically bounded pathway for strengthening receptive language development, directly supporting Sustainable Development Goal 4 on inclusive and quality education, and recommends subsequent empirical validation through classroom action research or experimental designs.
Abstrak. Kemampuan bahasa reseptif, yang mencakup keterampilan menyimak dan memahami instruksi verbal, merupakan fondasi krusial dalam perkembangan anak usia dini yang kian mendapat tantangan akibat paparan digital yang bersifat pasif. Penelitian kualitatif konseptual ini mengkaji urgensi transformasi interaksi anak dengan layar digital dari pola konsumsi pasif menuju keterlibatan pedagogis yang bermakna melalui media storytelling interaktif berbasis Generative AI. Dengan menggunakan pendekatan studi pustaka sistematis, analisis isi, dan sintesis kerangka teoritis, penelitian ini menyusun model konseptual yang mengintegrasikan tiga komponen Generative AI, yaitu large language model untuk pembangkitan narasi adaptif, model visual berbasis diffusion untuk ilustrasi papan cerita dinamis, dan teknologi sintesis suara untuk narasi auditori yang ekspresif. Hasil sintesis menunjukkan bahwa storytelling multisensori yang responsif mengaktifkan siklus umpan balik yang berlandaskan konsep scaffolding dan zone of proximal development dari Vygotsky, sehingga memperkuat penguasaan kosakata, daya simak, dan pemahaman instruksi verbal anak usia dini. Penelitian ini juga mengidentifikasi batas pedagogis dan etis penggunaan teknologi, mencakup regulasi durasi layar, pencegahan overstimulation, serta peran pendampingan guru dan orang tua yang tidak tergantikan. Penelitian ini menyimpulkan bahwa storytelling interaktif berbasis Generative AI menawarkan jalur yang menjanjikan dan beretika bagi penguatan bahasa reseptif, sejalan dengan pencapaian Sustainable Development Goals (SDGs) tujuan keempat, serta merekomendasikan validasi empiris lanjutan melalui penelitian tindakan kelas atau desain eksperimental
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