Abstract
Education has long been the target of utopian interventions, and with technological interventions, offering to change drastically or even eliminates classroom-based learning, traditional education research needs to focus on introducing technology tools at an early age through media literacy. The purpose of this study was to determine the effect of media literacy and cognitive abilities on the introduction of laptop-based media. This study used a quasi-experimental design involving 46 children. Data collection techniques through tests and data collection tools using statement sheets, which were processed using t-test. The results showed that the experimental class using the original laptop media had a high average value of 86.66 compared to the control class using the imitation laptop media which had a value of 81.66. There is a significant effect of media literacy and cognitive ability on the introduction of laptop-based media in children. On the introduction of laptop-based media in children, media literacy and cognitive capacities can have a big impact. The comparison of the average value of the control and experimental classes demonstrates this. When children are introduced to media via a genuine laptop, they become more excited and engaged in the experimental lesson.
 Keywords: media literacy, cognitive ability, laptop-based learning media
Highlights
Children are in the middle of a large unplanned experiment, surrounded by digital technology that is rarely available (Hirsh-Pasek et al, 2015)
The results showed that the experimental class using the original laptop media had a high average value of 86.66 compared to the control class using the imitation laptop media which had a value of 81.66
It can be concluded that there is a significant difference between the post-test results of children in the experimental class and the control class in introducing laptop media
Summary
Children are in the middle of a large unplanned experiment, surrounded by digital technology that is rarely available (Hirsh-Pasek et al, 2015). Distance learning for early childhood, often laptops are the choice for online learning. Ames explores how children interpret regular laptop use as "learning" (Ames, 2016). The paper of Papadakis et al, (2016) reviews empirical research on using four coding applications to help young children develop Computational Thinking and Fluency. Researchers and designers must make difficult decisions in relation to software production to encourage Computational Thinking and Fluency for young children. Researchers must work in this sector and experiment with novel techniques that capitalize on useful concepts (Papadakis et al, 2021). It is the right time to improve children's computational thinking skills, because distance learning cause's children to be constantly involved with digital devices, including laptops
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