Peningkatan Kemampuan Membaca Permulaan melalui Media Loose Part pada Anak Usia 5-6 Tahun di SPS Seroja
DOI:
https://doi.org/10.24256/tunascendekia.v9i2.12135Keywords:
Pendidikan Anak Usia Dini, media loose part, membaca permulaan, penelitian tindakan kelasAbstract
Kemampuan membaca permulaan anak usia 5-6 tahun di SPS Seroja masih tergolong rendah, tampak dari kesulitan mereka mengenal huruf, membedakan bentuk huruf yang mirip, menghubungkan huruf dengan bunyi, serta membaca suku kata dan kata sederhana. Kondisi ini mendorong perlunya media pembelajaran yang mampu menghadirkan pengalaman belajar secara konkret, kreatif, dan menyenangkan bagi anak. Media loose part dipilih sebagai alternatif karena sifatnya yang fleksibel dan dekat dengan dunia bermain anak usia dini. Penelitian ini bertujuan meningkatkan kemampuan membaca permulaan anak usia 5-6 tahun melalui media tersebut, menggunakan metode Penelitian Tindakan Kelas yang dilaksanakan dalam dua siklus dengan tahapan perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian adalah anak usia 5-6 tahun di PAUD, dengan data dikumpulkan melalui observasi, dokumentasi, dan penilaian langsung terhadap kemampuan membaca permulaan anak. Hasil penelitian menunjukkan peningkatan yang konsisten pada setiap siklus. Anak semakin mampu mengenal huruf, membedakan huruf yang mirip, menghubungkan huruf dengan bunyi, membaca suku kata, dan membaca kata sederhana dengan rasa percaya diri serta antusiasme yang lebih tinggi dibanding sebelum tindakan diberikan. Selain berdampak pada literasi awal, penggunaan media loose part turut mendorong keaktifan, kreativitas, konsentrasi, dan keterlibatan anak sepanjang proses pembelajaran berlangsung. Temuan ini menegaskan bahwa media loose part efektif digunakan sebagai alternatif strategi pembelajaran membaca permulaan pada anak usia 5-6 tahun. Kontribusi penelitian terletak pada integrasi aktivitas bermain dengan pengembangan literasi awal, sehingga menawarkan pendekatan pembelajaran yang lebih bermakna dan sesuai karakteristik belajar anak usia dini. Penelitian ini dilaksanakan dengan memperhatikan prinsip etika yang melibatkan anak sebagai subjek. Sebelum pelaksanaan, peneliti memperoleh izin dari kepala satuan PAUD serta persetujuan tertulis (informed consent) dari orang tua atau wali setelah diberi penjelasan mengenai tujuan, prosedur, manfaat, dan pelaksanaan penelitian. Peneliti juga meminta persetujuan lisan (assent) kepada anak menggunakan bahasa sederhana yang sesuai tingkat perkembangannya, tanpa unsur paksaan dalam mengikuti kegiatan pembelajaran. Seluruh data dijaga kerahasiaannya, identitas anak disamarkan menggunakan inisial seperti AIA dan ANZ, serta dokumentasi hanya dimanfaatkan untuk kepentingan akademik tanpa menampilkan identitas pribadi anak. Pendekatan etis ini menjaga kenyamanan dan hak anak selama proses belajar. Guru PAUD diharapkan menjadikan media loose part sebagai pilihan dalam merancang kegiatan literasi awal yang lebih variatif.
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