Student’s understanding of pondok regulations is influenced by both direct and indirect communication processes, making it necessary to investigate in order to improve discipline and compliance. This study aims to examine the effect of communication effectiveness regarding pondok regulations, delivered by administrators and room leaders, on student’s understanding both directly and indirectly using path analysis. A quantitative approach was used with path analysis through linear regression assisted by SPSS, and total sampling of the entire population. The results show: communication from administrators to student does not significantly affect student’s understanding (sig. 0.721 > 0.05). Communication from administrators to room leaders has a significant effect (sig. 0.032 < 0.05). Communication from room leaders to student’s does not significantly affect student’s understanding (sig. 0.798 > 0.05). Lastly, the direct influence of administrator communication is greater than the indirect influence through room leaders. Conclusion: communication through room leaders does not affect student’s understanding as no significant communication path is formed.

The rapid development of information technology has brought convenience to various aspects of life, one of which is through the use of gadgets. Gadgets have become part of everyday life and are popular among all age groups, including early childhood, due to their diverse features for accessing information and entertainment. Although gadget use is often viewed negatively, when used appropriately, gadgets also have the potential to enhance children's digital literacy skills. This study aims to explore the extent of digital literacy skills in early childhood in using gadgets functionally, by their developmental stage. A qualitative approach was employed, using primary data. Informants were selected through purposive sampling, including teachers, parents, and children aged 4–5. Data collection methods included interviews, observation, and documentation, with instruments developed based on components of children’s digital literacy, namely functional skills and beyond functional skills. Data were analyzed through reduction, display, and conclusion drawing/verification. The results indicate that early childhood learners can operate various applications and features on gadgets, including school-based TV apps such as Kahoot!, Quizizz, Wordwall, and Liveworksheet, as well as smartphone features such as calling, camera, games, WhatsApp, and YouTube. These findings suggest that young children are beginning to demonstrate foundational digital literacy skills that are developing well, although adult guidance and supervision remain essential in their use of technology.