Development of a Digital Narrative Learning Model Based on Social Emotional Learning Using Interactive Flat Panel for Bullying Prevention in Early Childhood Education
Indonesia Indonesia Indonesia Indonesia Indonesia 
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Early Childhood Education, Interactive Flat Panel, Social Emotional Learning
Abstract
Background. Bullying prevention in early childhood education requires structured, concrete, and developmentally appropriate learning experiences that help children recognize emotions, understand peers’ feelings, and choose prosocial actions. Social Emotional Learning (SEL) provides a relevant pedagogical foundation for strengthening anti-bullying behavior, while Interactive Flat Panel (IFP) offers opportunities to present visual, narrative, and interactive digital learning activities.
Purpose. This study aimed to develop a digital narrative learning model based on Social Emotional Learning using Interactive Flat Panel and to examine its feasibility, practicality, and initial effectiveness for bullying prevention in early childhood education.
Method. This study employed a Research and Development design using the ADDIE model. The analysis stage involved a needs survey of 47 kindergarten teachers, initial classroom observations, and interviews with teachers and parents. The limited implementation trial involved 95 children and 5 teachers from five kindergartens in West Java, Indonesia. The developed model was supported by digital flashcards, animated videos, digital storytelling, digital board books, and educational games. Data were collected using expert validation sheets, teacher response questionnaires, learning observations, and children’s anti-bullying behavior observation sheets. Quantitative data were analyzed using Aiken’s V, descriptive statistics, MSI transformation, normality testing, paired-sample t-test, and N-Gain.
Results. The validation results showed that the model, instruments, and digital products were feasible to highly feasible, with Aiken’s V values ranging from 0.78 to 0.97. Children’s anti-bullying behavior scores increased from 26.13 in the pretest to 46.05 in the posttest, with a mean N-Gain of 0.367 in the moderate category. The paired-sample t-test showed a significant difference between pretest and posttest scores, t(94) = 25.38, p < 0.001. Teacher responses indicated that the model was practical, with an average practicality score of 81.25%.
Conclusion. The developed model provides a feasible, practical, and initially effective approach to strengthening anti-bullying behavior in early childhood education through SEL-based interactive digital narrative learning. Further large-scale trials are needed to examine its broader effectiveness and adaptability.
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