Menempel, Menggeser, Bercerita: Dinamika Proses Kreatif Anak Usia Dini Dalam Mengontruksi Alur Narasi Melalui Media Flanel
DOI:
https://doi.org/10.24256/tunascendekia.v9i2.12625Keywords:
Kreatif Anak Usia Dini, Alur Narasi, Media FlanelAbstract
Kemampuan bercerita merupakan fondasi penting bagi perkembangan literasi awal anak usia dini. Media papan flanel telah lama digunakan di taman kanak-kanak, tetapi penelitian yang ada umumnya berfokus pada hasil akhir berupa peningkatan skor kemampuan berbicara, bukan pada proses anak mengonstruksi narasi melalui manipulasi objek fisik. Padahal, gambar pada papan flanel dapat ditempel, dilepas, dan digeser sehingga tindakan fisik tersebut berpotensi berfungsi sebagai tindakan kognitif dan semiotik. Penelitian ini bertujuan mendeskripsikan dinamika proses kreatif anak usia 5–6 tahun dalam mengonstruksi alur narasi menggunakan media flanel, dengan fokus pada tindakan menempel, menggeser, dan bercerita. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus instrumental di TK Pertiwi II Kembang Melati Blora, melibatkan 10 anak, guru kelas, dan kepala sekolah. Data dikumpulkan melalui observasi partisipatif, perekaman video dua sudut kamera, dan catatan lapangan selama enam sesi bercerita, lalu dianalisis dengan model interaktif Miles, Huberman, dan Saldaña. Hasil penelitian menunjukkan tiga pola utama. Pertama, menempel berfungsi sebagai strategi “berpikir dengan tangan”: penempatan gambar memengaruhi arah narasi dan tuturan muncul sebagai respons terhadap konfigurasi visual. Kedua, menggeser merepresentasikan revisi naratif spontan, yakni anak mengubah urutan peristiwa atau relasi antartokoh tanpa merumuskannya secara verbal terlebih dahulu. Ketiga, bercerita terjalin secara dialektis dengan manipulasi fisik; jeda dan keheningan menjadi momen transisi antarmodus. Temuan ini menegaskan bahwa media flanel merupakan ruang konstruksi naratif yang memungkinkan anak mengekspresikan agensi kreatifnya. Penelitian ini berkontribusi pada teori literasi multimodal dan konstruksionisme serta menyarankan guru menyediakan beragam gambar flanel, memberi ruang bagi anak untuk memanipulasi sendiri, dan menahan diri dari mengoreksi “kesalahan” urutan cerita.
References
Andriani, F., Herlinda, H., Nursalim, N., Akmal, A., & Sardila, V. (2024). Peran cerita bergambar dalam mengasah kemampuan bahasa anak usia dini: Perspektif kajian cerita anak. Populer: Jurnal Penelitian Mahasiswa, 3(4), 224–230. https://doi.org/10.58192/populer.v3i4.2823
Angkur, M. F. M., & Bajung, E. (2023). Improvement of expressive language ability of 5–6 years old children through story-telling using flannel board. International Journal of Emerging Issues in Early Childhood Education, 5(1), 35–41. https://doi.org/10.33830/ijeiece.v5i1.1584
Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report, 13(4), 544–559. https://doi.org/10.46743/2160-3715/2008.1573
Brooks, M. (2009). Drawing, visualisation and young children’s exploration of “big ideas.” International Journal of Science Education, 31(3), 319–341. https://doi.org/10.1080/09500690802595771
Chahyani, I. N., & Istiyani, D. (2025). Stimulasi keterampilan sensorik pada anak usia dini melalui media 3 dimensi diorama tentang kisah Nabi Ibrahim AS. Kiddo: Jurnal Pendidikan Islam Anak Usia Dini, 6(2), 527–541. https://doi.org/10.19105/kiddo.v6i2.17258
Cremin, T., Flewitt, R., Swann, J., Faulkner, D., & Kucirkova, N. (2018). Storytelling and story-acting: Co-construction in action. Journal of Early Childhood Research, 16(1), 3–17. https://doi.org/10.1177/1476718X17750205
Diputera, A. M., Zulpan, & Eza, G. N. (2024). Memahami konsep pendekatan deep learning dalam pembelajaran anak usia dini yang meaningful, mindful, dan joyful: Kajian melalui filsafat pendidikan. Jurnal Bunga Rampai Usia Emas, 10(2), 108–120. https://doi.org/10.24114/jbrue.v10i2.65978
Flewitt, R. (2011). Bringing ethnography to a multimodal investigation of early literacy in a digital age. Qualitative Research, 11(3), 293–310. https://doi.org/10.1177/1468794111399838
Glenberg, A. M. (2010). Embodiment as a unifying perspective for psychology. Wiley Interdisciplinary Reviews: Cognitive Science, 1(4), 586–596. https://doi.org/10.1002/wcs.55
Glenberg, A. M., Gutierrez, T., Levin, J. R., Japuntich, S., & Kaschak, M. P. (2004). Activity and imagined activity can enhance young children’s reading comprehension. Journal of Educational Psychology, 96(3), 424–436. https://doi.org/10.1037/0022-0663.96.3.424
Goldin-Meadow, S., & Alibali, M. W. (2013). Gesture’s role in speaking, learning, and creating language. Annual Review of Psychology, 64, 257–283. https://doi.org/10.1146/annurev-psych-113011-143802
Hasanah, H. (2017). Teknik-teknik observasi (Sebuah alternatif metode pengumpulan data kualitatif ilmu-ilmu sosial). At-Taqaddum, 8(1), 21–46. https://doi.org/10.21580/at.v8i1.1163
Isbell, R., Sobol, J., Lindauer, L., & Lowrance, A. (2004). The effects of storytelling and story reading on the oral language complexity and story comprehension of young children. Early Childhood Education Journal, 32(3), 157–163. https://doi.org/10.1023/B:ECEJ.0000048967.94189.a3
Kim, H., Sefcik, J. S., & Bradway, C. (2017). Characteristics of qualitative descriptive studies: A systematic review. Research in Nursing & Health, 40(1), 23–42. https://doi.org/10.1002/nur.21768
Kusayang, T., Rasidin, M., & Oktaviana, W. (2023). Penggunaan media flannel board dalam mengembangkan kemampuan mengenal huruf pada anak. Jurnal Muara Pendidikan, 8(2), 446–453. https://doi.org/10.52060/mp.v8i2.1508
Lenhart, J., Lenhard, W., Vaahtoranta, E., & Suggate, S. (2020). More than words: Narrator engagement during storytelling increases children’s word learning, story comprehension, and on-task behavior. Early Childhood Research Quarterly, 51, 338–351. https://doi.org/10.1016/j.ecresq.2019.12.009
Manches, A., & O’Malley, C. (2012). Tangibles for learning: A representational analysis of physical manipulation. Personal and Ubiquitous Computing, 16(4), 405–419. https://doi.org/10.1007/s00779-011-0406-0
Nicolopoulou, A., Cortina, K. S., Ilgaz, H., Cates, C. B., & de Sá, A. B. (2015). Using a narrative- and play-based activity to promote low-income preschoolers’ oral language, emergent literacy, and social competence. Early Childhood Research Quarterly, 31, 147–162. https://doi.org/10.1016/j.ecresq.2015.01.006
Qomariah, N., Rahmah, S., & Zetalianti, Z. (2022). Penggunaan media flanel board dalam mengembangkan kemampuan berbahasa Indonesia anak usia 5–6 tahun di PAUD Az-Zakyyah Desa Kace. Edugama: Jurnal Kependidikan dan Sosial Keagamaan, 8(1). https://doi.org/10.32923/edugama.v8i1.2467
Qomaruddin, & Sa’diyah, H. (2024). Kajian teoritis tentang teknik analisis data dalam penelitian kualitatif: Perspektif Spradley, Miles dan Huberman. Journal of Management, Accounting, and Administration, 1(2), 77–84. https://doi.org/10.52620/jomaa.v1i2.93
Rowe, M. B. (1986). Wait time: Slowing down may be a way of speeding up! Journal of Teacher Education, 37(1), 43–50. https://doi.org/10.1177/002248718603700110
Skulmowski, A., & Rey, G. D. (2018). Embodied learning: Introducing a taxonomy based on bodily engagement and task integration. Cognitive Research: Principles and Implications, 3, Article 6. https://doi.org/10.1186/s41235-018-0092-9
Sylla, C., Coutinho, C., Branco, P., & Müller, W. (2015). Investigating the use of digital manipulatives for storytelling in pre-school. International Journal of Child-Computer Interaction, 6, 39–48. https://doi.org/10.1016/j.ijcci.2015.10.001
Wana, A. W. R., Mustikasari, R., & Lestari, E. (2025). Efektivitas media flannel boards terhadap kemampuan berbicara anak TK Kemala Bhayangkari 61 Pulung. Mentari: Jurnal Pendidikan Anak Usia Dini, 5(2), 49–57. https://doi.org/10.60155/mentari.v5i2.805
Wessel-Powell, C., Kargin, T., & Wohlwend, K. E. (2016). Enriching and assessing young children’s multimodal storytelling. The Reading Teacher, 70(2), 167–178. https://doi.org/10.1002/trtr.1491
Wohlwend, K. E. (2009). Damsels in discourse: Girls consuming and producing identity texts through Disney princess play. Reading Research Quarterly, 44(1), 57–83. https://doi.org/10.1598/RRQ.44.1.3
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2026 Solikah, Solikin
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Please find the rights and licenses in Tunas Cedekia. By submitting the article/manuscript of the article, the author(s) agree with this policy. No specific document sign-off is required.
1. License
The non-commercial use of the article will be governed by the Creative Commons Attribution license as currently displayed on Creative Commons Attribution-ShareAlike 4.0 International License.
2. Author(s)' Warranties
The author warrants that the article is original, written by stated author(s), has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author(s).
3. User Rights
Tunas Cedekia's spirit is to disseminate articles published are as free as possible. Under the Creative Commons license, Tunas Cedekia permits users to copy, distribute, display, and perform the work for non-commercial purposes only. Users will also need to attribute authors and Tunas Cedekia on distributing works in the journal and other media of publications.
4. Co-Authorship
If the article was jointly prepared by more than one author, any authors submitting the manuscript warrants that he/she has been authorized by all co-authors to be agreed on this copyright and license notice (agreement) on their behalf, and agrees to inform his/her co-authors of the terms of this policy. Tunas Cedekia will not be held liable for anything that may arise due to the author(s) internal dispute. Tunas Cedekia will only communicate with the corresponding author.
5. Miscellaneous
Tunas Cedekia will publish the article (or have it published) in the journal if the article’s editorial process is successfully completed. Tunas Cedekia's editors may modify the article to a style of punctuation, spelling, capitalization, referencing and usage that deems appropriate. The author acknowledges that the article may be published so that it will be publicly accessible and such access will be free of charge for the readers as mentioned in point 3.
Â
Every accepted manuscript should be accompanied by "Copyright Transfer Agreement" prior to the article publication.
Tunas Cendekia: Jurnal Pendidikan Islam Anak Usia Dini is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0)
