Adaptive Digital Service Management Using ASYIK ATIK SIUUL Models Supporting Inclusive Early Childhood Education
DOI:
https://doi.org/10.34306/ijcitsm.v6i2.270Keywords:
ATIK Model, Basic Life Skills, Inclusive Early Childhood Education, Program Development, ChildrenAbstract
Adaptive Digital Service Management is increasingly essential for developing intelligent, personalized, and trustworthy digital service ecosystems that can adapt to diverse user requirements. In inclusive Early Childhood Education (ECE), children with disabilities require adaptive assistance mechanisms that continuously respond to individual learning conditions. This study aims to develop and validate an Adaptive Digital Service Management framework by integrating the ASYIK ATIK SIUUL Models with Prompt-based assistance mechanisms to support basic life skills development in inclusive ECE environments. The research applied a Research and Development (R&D) methodology using a mixed-method approach with the ADDIE development model. The participants consisted of 10 children with disabilities from Class A and Class B at PAUD Baitul Huda Kebon Jeruk, West Jakarta. The framework was implemented through 12 basic life skill activities involving 12 achievement indicators over a six-month intervention period. Data were collected using structured observation instruments with a 1–4 rating scale and analyzed using N-Gain evaluation and the Wilcoxon Signed-Rank Test due to the small non-normally distributed paired dataset. The findings demonstrate that the integration of ASYIK ATIK SIUUL Models with Prompt mechanisms improves adaptive learning service effectiveness through continuous observation, personalized assistance adjustment, and progressive fading strategies. The proposed framework provides an adaptive service mechanism that dynamically manages learning support based on individual performance conditions. This study contributes to IJCITSM by presenting a trustworthy and intelligent service management approach that integrates human-centered adaptation, performance monitoring, and personalized digital service delivery. The proposed framework provides practical implications for educators, caregivers, and digital service developers in designing resilient and adaptive learning service systems for inclusive education environments.
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