Susi Susanti, Yuniarti, Firdaus Zar’in

Peningkatan Literasi Bahasa Melalui Media Loose Parts Pada Anak Usia Dini

Introduction

Peningkatan literasi bahasa melalui media loose parts pada anak usia dini. Peningkatan Literasi Bahasa Anak Usia Dini melalui Media Loose Parts. Studi ini menunjukkan peningkatan signifikan dalam partisipasi, kreativitas, dan kemampuan bahasa anak melalui pembelajaran yang menyenangkan.

Abstract

Language literacy ability is an important aspect of early childhood development; however, many children still demonstrate low achievement levels and limited active engagement in language activities. This condition highlights the need for engaging learning media to stimulate children’s participation and creativity. This study aims to improve early childhood language literacy skills through the use of loose parts media in learning activities. The research employed Classroom Action Research (CAR) conducted in two cycles, each consisting of two meetings. The research subjects were nine children from Group A at TK Kristen Aletheia Pontianak. Each research cycle included the stages of planning, action implementation, observation, and reflection. Data were collected through observations of children’s activities and interviews with teachers. The results showed an improvement in children’s language literacy skills after the implementation of loose parts media. This improvement was evident from the increase in the average literacy scores from Cycle I to Cycle II, accompanied by enhanced activeness, creativity, and participation of children in language activities. Therefore, loose parts media proved to be effective in improving early language literacy while simultaneously creating a more enjoyable learning experience.

Review

This study tackles the important issue of enhancing early childhood language literacy, a fundamental aspect of development often hindered by low achievement and limited engagement. The authors present a timely and relevant inquiry into the effectiveness of "loose parts" as an engaging learning medium to address these challenges. By clearly articulating the objective to improve language literacy skills through this innovative approach, the research establishes a focused and valuable contribution to early childhood pedagogy, offering a practical solution to a widespread educational concern. The methodology employed, Classroom Action Research (CAR) over two cycles, is well-suited for investigating pedagogical improvements within a real-world classroom setting. The research involved nine children from a specific early childhood group, with data systematically collected through observations of children's activities and interviews with teachers, providing a comprehensive view of the intervention's impact. The findings are strongly supportive: a clear improvement in children’s language literacy skills was observed, evidenced by an increase in average literacy scores from Cycle I to Cycle II. This quantitative enhancement was consistently corroborated by qualitative observations of increased activeness, creativity, and participation, collectively affirming the positive influence of loose parts media. While the study provides compelling evidence for the efficacy of loose parts in fostering early language literacy within its specific context, some considerations regarding generalizability are pertinent. The relatively small sample size of nine children, from a single school, inherently limits the extent to which these findings can be extrapolated to broader and more diverse populations. Furthermore, as is common with CAR, the absence of a control group means that while the cyclical improvement is persuasive, it is challenging to definitively attribute all observed gains solely to the loose parts intervention. Despite these methodological considerations, this research effectively underscores the significant potential of child-led, play-based, and accessible materials in cultivating essential early literacy skills, providing valuable insights for educators to explore similar innovative pedagogical strategies.

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