Strategi Linguistik Berbasis Bermain dalam Kurikulum Merdeka di PAUD
Article Sidebar
Main Article Content
Abstract
Pembelajaran bahasa di PAUD masih menghadapi tantangan, seperti metode yang monoton dan kurangnya media yang menarik, sehingga membatasi partisipasi aktif anak. Penelitian ini bertujuan untuk mengkaji efektivitas strategi linguistik terapan berbasis bermain dalam meningkatkan keterampilan berbahasa anak usia dini. Metode yang digunakan adalah deskriptif kualitatif dengan teknik pengumpulan data berupa observasi, wawancara, dan dokumentasi di RA Ismaria Al-Qur’aniyyah. Hasil menunjukkan bahwa permainan visual dan storytelling mendorong partisipasi, memperkaya kosakata, dan meningkatkan kepercayaan diri anak. Anak yang awalnya pasif menjadi aktif setelah guru menerapkan strategi seperti pertanyaan terbuka, motivasi personal, reward sederhana, dan giliran bicara. Permainan visual efektif mengenalkan topik baru, sedangkan storytelling lebih bermakna saat dikaitkan dengan pengalaman konkret. Guru menunjukkan fleksibilitas dalam menerapkan strategi berdiferensiasi sesuai karakteristik dan kebutuhan individu anak Penelitian menyimpulkan bahwa strategi bermain ini efektif dalam mengembangkan bahasa reseptif dan ekspresif anak, sejalan dengan prinsip Kurikulum Merdeka yang menekankan pembelajaran bermakna, fleksibel, dan partisipatif. Keterbatasan media masih menjadi tantangan yang perlu diatasi melalui inovasi yang kontekstual.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
A. D. Ramadhani and R. P. A. Sumanto, “Peningkatan Keterampilan Pendidik PAUD dalam Deteksi Dini Tumbuh Kembang melalui Edukasi Berbasis Website,” J. Obs. J. Pendidik. Anak Usia Dini, vol. 7, no. 6, pp. 7338–7349, Dec. 2023, doi: 10.31004/obsesi.v7i6.4216.
S. Goudeau, C. Sanrey, A. Stanczak, A. Manstead, and C. Darnon, “Why lockdown and distance learning during the COVID-19 pandemic are likely to increase the social class achievement gap,” Nat. Hum. Behav., vol. 5, no. 10, pp. 1273–1281, Sep. 2021, doi: 10.1038/s41562-021-01212-7.
R. E. Schachter and S. B. Piasta, “Doing Assessment: A Multicase Study of Preschool Teachers’ Language and Literacy Data Practices,” Read. Res. Q., vol. 57, no. 2, pp. 515–535, Apr. 2022, doi: 10.1002/rrq.419.
Ö. Ece Demir‐Lira, L. R. Applebaum, S. Goldin‐Meadow, and S. C. Levine, “Parents’ early book reading to children: Relation to children’s later language and literacy outcomes controlling for other parent language input,” Dev. Sci., vol. 22, no. 3, May 2019, doi: 10.1111/desc.12764.
A. Dramowski et al., “Keeping It Real: Infection Prevention and Control Problems and Solutions in Low- and Middle-income Countries,” Pediatr. Infect. Dis. J., vol. 41, no. 3S, pp. S36–S39, Mar. 2022, doi: 10.1097/INF.0000000000003319.
N. Septiani and E. Syaodih, “Emergent Literacy in Early Childhood,” in Proceedings of the 5th International Conference on Early Childhood Education (ICECE 2020), 2021, vol. 538, no. Icece 2020, pp. 52–55. doi: 10.2991/assehr.k.210322.012.
S. B. Piasta, S. Park, K. S. Farley, L. M. Justice, and A. A. O’Connell, “Early childhood educators’ knowledge about language and literacy: Associations with practice and children’s learning,” Dyslexia, vol. 26, no. 2, pp. 137–152, May 2020, doi: 10.1002/dys.1612.
D. Puspitasari, B. V. Lim, R. Evelina, and Y. Setia, “The Emergent Literacy Activities Through the Storytelling Method with Flashcard Media for Early Childhood Education,” J. Digit. Learn. Educ., vol. 3, no. 1, pp. 32–39, Apr. 2023, doi: 10.52562/jdle.v3i1.599.
T. Weadman, T. Serry, and P. C. Snow, “Australian Early Childhood Teachers’ Training in Language and Literacy: A Nation-Wide Review of Pre-Service Course Content,” Aust. J. Teach. Educ., vol. 46, no. 2, pp. 29–56, Feb. 2021, doi: 10.14221/ajte.2021v46n2.3.
L. Reeves, “The potential for ELLECCT to support language development in the early years: A commentary on Weadman, Serry and Snow (2022),” First Lang., vol. 42, no. 4, pp. 579–583, Aug. 2022, doi: 10.1177/01427237221100144.
R. E. Schachter, G. Yeomans-Maldonado, and S. B. Piasta, “Early Childhood Teachers’ Emergent Literacy Data Practices,” J. Lit. Res., vol. 55, no. 1, pp. 5–27, Mar. 2023, doi: 10.1177/1086296X231163116.
K. L. Dobinson and J. E. Dockrell, “Examining the psychometric properties of the ELLECCT: A commentary on Weadman, Serry and Snow (2022),” First Lang., vol. 42, no. 4, pp. 592–595, Aug. 2022, doi: 10.1177/01427237221093850.
L. Rohde, “The Comprehensive Emergent Literacy Model,” SAGE Open, vol. 5, no. 1, p. 215824401557766, Mar. 2015, doi: 10.1177/2158244015577664.
A. Hackett and M. Somerville, “Posthuman literacies: Young children moving in time, place and more-than-human worlds,” J. Early Child. Lit., vol. 17, no. 3, pp. 374–391, Sep. 2017, doi: 10.1177/1468798417704031.
D. A. S. Castro and S. D. Barrera, “The Contribution of Emergent Literacy Skills for Early Reading and Writ ing Achievement,” Temas em Psicol., vol. 27, no. 2, pp. 509–522, 2019, doi: 10.9788/TP2019.2-15.
A. Wijayanto, “Peran Orangtua dalam Mengembangkan Kecerdasan Emosional Anak Usia Dini,” Diklus J. Pendidik. Luar Sekol., vol. 4, no. 1, pp. 55–65, Mar. 2020, doi: 10.21831/diklus.v4i1.30263.
K. E. Stevens, I. Siraj, and K. Kong, “A critical review of the research evidence on early childhood education and care in refugee contexts in low- and middle-income countries,” Int. J. Child Care Educ. Policy, vol. 17, no. 1, p. 7, Feb. 2023, doi: 10.1186/s40723-023-00109-4.
D. Manullang, H. Banjarnahor, and L. Simanjuntak, “Developing Digital Story Telling and Educational Games to Improve Early Childhood Cognitive Ability,” in Proceedings of the 6th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2021), 2021. doi: 10.2991/assehr.k.211110.168.
N. R. Hidayat and N. Fitria, “Literacy Theories of Children’s Language Development,” in Proceedings of the 5th International Conference on Early Childhood Education (ICECE 2020), 2021. doi: 10.2991/assehr.k.210322.031.
C. R. Kuby, T. G. Rucker, and J. M. Kirchhofer, “‘Go Be a Writer’: Intra-activity with materials, time and space in literacy learning,” J. Early Child. Lit., vol. 15, no. 3, pp. 394–419, Sep. 2015, doi: 10.1177/1468798414566702.
N. Gardynia and E. Syaodih, “Learning Cycle for Literacy Financial of Early Childhood Education,” in Proceedings of the 2nd International Conference on Progressive Education, ICOPE 2020, 16-17 October 2020, Universitas Lampung, Bandar Lampung, Indonesia, 2021. doi: 10.4108/eai.16-10-2020.2305227.
S. B. Piasta, “Current Understandings of What Works to Support the Development of Emergent Literacy in Early Childhood Classrooms,” Child Dev. Perspect., vol. 10, no. 4, pp. 234–239, Dec. 2016, doi: 10.1111/cdep.12188.
N. Fatonah, “Parental Involvement in Early Childhood Literacy Development,” in Proceedings of the International Conference on Early Childhood Education and Parenting 2019 (ECEP 2019), 2020. doi: 10.2991/assehr.k.200808.038.
E. Efendi and U. Umaiyah, “Kurikulum Merdeka : Strategi Belajar Anak Usia Dini,” AL-MIKRAJ J. Stud. Islam dan Hum., vol. 5, no. 1, pp. 994–999, 2024, doi: 10.37680/almikraj.v5i01.6177.
N. Hidayati, “Pendekatan Pembelajaran Anak Usia Dini pada Kurikulum Merdeka: Membangun Kemandirian dan Kreativitas di TKS Muslimat NU XVIII Taro’an Pamekasan,” ABATATSA J. Pendidik. Islam Anak Usia Dini, vol. 1, no. 2, pp. 9–15, 2024, [Online]. Available: https://journal.stai-almujtama.ac.id/index.php/abatatsa/article/view/84
Y. Srianita and D. Anggraeni, “Analisa Keterkaitan Permainan dan Strategi Pembelajaran Terhadap Pelaksanaan Kurikulum Merdeka Belajar PAUD,” J. Imiah Wahana Pendidik., vol. 8, no. 24, pp. 185–190, 2022, doi: 10.5281/zenodo.7479987.
N. Arumugam, J. Munchar, A. L. B. Subramaniam, and S. Selvanayagam, “Figure It Out: Creative Language Expressions in ESL Writing Classrooms,” Univers. J. Educ. Res., vol. 8, no. 9, pp. 4187–4192, Sep. 2020, doi: 10.13189/ujer.2020.080945.
T. M. Mugo and A. M. Bwire, “Strategies used in teaching English language oral skills and effects on primary school learner participation in Embu County, Kenya,” Int. J. Multidiscip. Res. Growth Eval., vol. 5, no. 2, pp. 588–593, 2024, doi: 10.54660/.IJMRGE.2024.5.2.588-593.
R. Kawa, “The relationship between object play, language, and visual and motor skills in children at risk of developmental disorders between 12 and 37 months,” Heal. Psychol. Rep., Apr. 2023, doi: 10.5114/hpr/161656.
S. Gita Swari, D. K. Tantra, and N. P. A. Pratiwi, “Classroom Communication in Early Childhood Education,” J. Educ. Res. Eval., vol. 4, no. 4, p. 328, Nov. 2020, doi: 10.23887/jere.v4i3.27097.
B. Cheruiyot, “Effectiveness of Play-Based Learning Method in Promotion of Early Literacy Skills Among Early Childhood Development Education Children,” East African J. Educ. Stud., vol. 7, no. 3, pp. 479–488, Sep. 2024, doi: 10.37284/eajes.7.3.2178.
M. Ponti, “Screen time and preschool children: Promoting health and development in a digital world,” Paediatr. Child Health, vol. 28, no. 3, pp. 184–192, May 2023, doi: 10.1093/pch/pxac125.