Upaya Peningkatan Kemampuan Membaca Permulaan pada Anak Usia Dini di Masa Pandemi Covid-19
DOI:
https://doi.org/10.35719/preschool.v4i1.14Keywords:
kemampuan membaca permulaan, anak usia dini, pandemi covid-19Abstract
Strengthening early reading skills in young children is crucial for their future development. On the other hand, pandemic conditions make learning must be held online and bring together early childhood education with various challenges. For this reason, this study aims to describe efforts to improve early reading skills in early childhood in the context of the Covid-19 pandemic. The research method uses a qualitative approach with the type of case study conducted at a kindergarten in Duren Sawit, East Jakarta. Based on the results of the study, it was found that efforts to improve children's early reading skills at Al-Hidayah Islamic Kindergarten during the Covid-19 pandemic were going well, but still encountered various obstacles and shortcomings. To overcome these obstacles, teachers, parents, and the environment must work together to optimise students' learning experiences in order to improve their early reading skills. Teachers also need to be equipped with better skills in utilising technology and digital platforms to deliver higher quality online learning. One important thing that has escaped attention is the prioritisation of literacy. Increasing children's interest in literacy from an early age can support children's early reading skills, and vice versa, with the improvement of early reading skills, early childhood literacy will also be strengthened.
ABSTRAK
Penguatan terhadap kemampuan membaca permulaan pada anak usia dini sangat penting bagi perkembangannya di masa mendatang. Di lain sisi, kondisi pandemi membuat pembelajaran harus diadakan secara daring dan mempertemukan pendidikan anak usia dini dengan berbagai tantangan. Untuk itu penelitian ini bertujuan mendeskripsikan upaya peningkatan kemampuan membaca permulaan pada anak usia dini dalam konteks masa pandemi Covid-19. Metode penelitian menggunakan pendekatan kualitatif dengan jenis studi kasus yang dilaksanakan di sebuah Taman Kanak-Kanak di Duren Sawit, Jakarta Timur. Berdasarkan hasil penelitian ditemukan bahwa upaya peningkata kemampuan membaca permulaan pada anak di Taman Kanak-Kanak Islam Al-Hidayah pada masa pandemi Covid-19 berlangsung dengan baik, namun masih menemui berbagai hambatan dan kekurangan. Untuk mengatasi berbagai hambatan tersebut, guru, orang tua, dan lingkungan harus saling bekerja sama mengoptimallkan pengalaman belajar peserta didik dalam rangka meningkatkan kemampuan membaca permulaan mereka. Guru juga perlu dibekali dengan skill yang lebih mumpuni dalam hal pemanfaatan teknologi dan dan berbagai platform digital untuk menyelenggarakan pembelajaran berbasis online yang lebih berkualitas. Salah satu hal penting yang lepas dari perhatian adalah pengutamaan pada literasi. Peningkatkan minat literasi anak sejak dini dapat mendukung kemampuan membaca permulaan pada anak, maupun sebaliknya, dengan peningkatan kemampuan membaca permulaan maka literasi anak usia dini pun akan mengalami penguatan.
References
Ani, A., & Fitria, E. (2019). Peranan Orang Tua Dalam Mengembangkan Membaca Permulaan Anak Usia 5-6 Tahun. Ceria: Jurnal Program Studi Pendidikan Anak Usia Dini, 8(1), 11–23. https://doi.org/http://dx.doi.org/10.31000/ceria.v10i1.1763
Astia, M. (2020). Analisis Faktor Penghambat Pembelajaran Membaca Permulaan di Kelas I SD Negeri 93 Palembang. Scholastica Journal, 3(1), 7–12. https://doi.org/https://doi.org/10.31851/sj.v3i1.7553
Ayu, P. E. S. (2019). Pentingnya Pemahaman Bahasa Tubuh Bagi Para Guru Pendidikan Anak Usia Dini. Purwadita : Jurnal Agama Dan Budaya, 3(2), 29–36. https://doi.org/https://doi.org/10.55115/purwadita.v3i2.359
Byani, F. (2023). Hubungan Antara Dukungan Orang Tua terhadap Perkembangan Membaca Iqra Anak di TK Islam Kurnia Asy-Syifa Kota Padang. Universitas Negeri Padang.
Creswell, J. W. (2015). Penelitian Kualitatif dan Desain Riset : Memilih di Antara Lima Pendekatan (A. B. Lazuardi, Trans.). Yogyakarta: Pustaka Pelajar.
Cunningham, A. E., & Stanovich, K. E. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, Vol. 33, pp. 934–945. US: American Psychological Association. https://doi.org/10.1037/0012-1649.33.6.934
Dewi, H. C., & Anggraeni, D. (2023). Acquisition of English Vocabulary for Children Aged 3 Years Through Youtube Social Media and Habit Forming. Edunesia : Jurnal Ilmiah Pendidikan, 4(1 SE-Article), 197–209. https://doi.org/10.51276/edu.v4i1.295
Fitri, A. W., & Ummah, L. (2022). Pengaruh Pendekatan Whole Language Terhadap Kemampuan Membaca Permulaan Pada Anak Usia 5-6 Tahun. Aulad: Journal on Early Childhood, 5(1), 111–116. https://doi.org/https://doi.org/10.31004/aulad.v5i1.276
Gading, I. K., Magta, M., & Pebrianti, F. (2019). Pengaruh Metode Suku Kata Dengan Media Kartu Kata Bergambar Terhadap Kemampuan Membaca Permulaan. Mimbar Ilmu, 24(3), 270–276. https://doi.org/https://doi.org/10.23887/mi.v24i3.21417
Hoff, E. (2003). The Specificity of Environmental Influence: Socioeconomic Status Affects Early Vocabulary Development Via Maternal Speech. Child Development, 74(5), 1368–1378. https://doi.org/https://doi.org/10.1111/1467-8624.00612
Isnaeni, D., Rusdiyani, I., & Asmawati, L. (2022). Hubungan Antara Perhatian Orangtua dan Peyediaan Alat Permainan Edukatif (APE) Dengan Kemampuan Membaca Permulaan Anak Usia 4-5 Tahun di TK se Kecamatan Gunung Kencana Kabupaten Lebak. JTPPm (Jurnal Teknologi Pendidikan Dan Pembelajaran) : Edutech and Intructional Research, 9(1), 16–37.
Lines, K. A. (2003). The cognitive, perceptual, social, environmental, and developmental factors associated with child language ability. James Cook University.
Mailani, O., Nuraeni, I., Syakila, S. A., & Lazuardi, J. (2022). Bahasa Sebagai Alat Komunikasi Dalam Kehidupan Manusia. Kampret Journal, 1(2), 1–10. https://doi.org/https://doi.org/10.35335/kampret.v1i1.8
Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative Data Analysis: A Methods Sourcebook (3rd ed.). Arizona: Sage Publications.
Nation, K., & Snowling, M. J. (2004). Beyond phonological skills: broader language skills contribute to the development of reading. Journal of Research in Reading, 27(4), 342–356. https://doi.org/https://doi.org/10.1111/j.1467-9817.2004.00238.x
Novrani, A., Caturwulandari, D., Purwestri, D., & Eka Annisa, I. F. (2021). Pengembangan Literasi untuk Anak Usia 5-6 Tahun (L. Koesomawardhani, M. Wahyuni, & W. Rosita, Eds.). Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.
Nur Azhar, N., Elisa, T., & Mulyawan, S. (2021). Meningkatkan Kemampuan Membaca dan Menulis Al-Qur’an Pada Anak Usia Dini di Masa Pandemi. PROCEEDINGS UIN SUNAN GUNUNG DJATI BANDUNG, 1(14 SE-Articles), 70–79. Retrieved from https://proceedings.uinsgd.ac.id/index.php/proceedings/article/view/222
Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Tentang Penerimaan Peserta Didik Baru Pada Taman Kanak-Kanak, Sekolah Dasar, Sekolah Menengah Pertama, Sekolah Menengah Atas, Dan Sekolah Menengah Kejuruan. , Pub. L. No. 1 (2021).
Permatasari, A. N., Inten, D. N., Mulyani, D., & Rahminawati, N. (2017). Literasi Dini dengan Teknik Bercerita. Jurnal FamilyEdu, III(1), 20–28.
Poe, M. D., Burchinal, M. R., & Roberts, J. E. (2004). Early language and the development of children’s reading skills. Journal of School Psychology, 42(4), 315–332. https://doi.org/https://doi.org/10.1016/j.jsp.2004.06.001
Sari, D. Y. (2017). Peran Guru dalam Menumbuhkan Literasi Melalui Bermain Pada Anak Usia Dini. Golden Age: Jurnal Pendidikan Anak Usia Dini, 1(2). https://doi.org/10.29313/ga.v1i2.3316
Sinaga, E. S., Dhieni, N., & Sumadi, T. (2021). Pengaruh Lingkungan Literasi di Kelas terhadap Kemampuan Membaca Permulaan Anak. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(1), 279–287. https://doi.org/https://doi.org/10.31004/obsesi.v6i1.1264
Snow, C. E., & Matthews, T. J. (2016). Reading and Language in the Early Grades. The Future of Children, 26(2), 57–74. Retrieved from http://www.jstor.org/stable/43940581
Sumaryanti, L. (2018). Membudayakan Literasi pada Anak Usia Dini dengan Metode Mendongeng. AL-ASASIYYA: Journal Of Basic Education, 3(1), 117–125. https://doi.org/https://doi.org/10.24269/ajbe.v3i1.1332
Sumitra, A., Windarsih, C. A., Elshap, D. S., & Jumiatin, D. (2020). Meningkatkan Kemampuan Mengenal Huruf Pada Anak Usia Dini Melalui Metode Bercerita Menggunakan Boneka Jari. Tunas Siliwangi: Jurnal Ilmiah Pendidikan Guru PAUD, 6(1), 1–5. https://doi.org/https://doi.org/10.22460/ts.v6i1p%25p.1487
Supriyadi, S. (1999). Bahasa, Simbol, dan Religi. Humaniora, 11(1), 49–55. https://doi.org/https://doi.org/10.22146/jh.624
Syahputra, E., Fadlan, F., Salmanda, D., & Purba, K. N. E. (2022). Perbedaan Makna Bahasa Tulis dan Bahasa Lisan. Jurnal Multidisiplin Dehasen (MUDE), 1(3 SE-Ilmu Sosial). https://doi.org/10.37676/mude.v1i3.2534
Talango, S. R. (2020). Konsep Perkembangan Anak Usia Dini. Early Childhood Islamic Education Journal, 1(1), 93–107.
van Manen, M. A. (2016). The First Cry of the Child. Qualitative Health Research, 27(7), 1069–1076. https://doi.org/10.1177/1049732316673342
Yulia, D., & Suhardini, A. D. (2021). Pengembangan Metode B3 (Bernyanyi, Bercerita, & Bermain) dalam Meningkatkan Kemampuan Membaca Permulaan pada Anak Usia 5-6 Tahun di TKQ X. Jurnal Riset Pendidikan Guru PAUD, 1(1), 37–45. https://doi.org/https://doi.org/10.29313/jrpgp.v1i1.156
Yulianti, E. S., Afifah, K., Lestari, E., Sjamsir, H., & Pertiwi, A. D. (2022). Peran Extended-Nuclear Family terhadap Perkembangan Bahasa Anak Usia Dini. Indonesian Journal of Islamic Early Childhood Education, 7(2), 94–104. https://doi.org/10.51529/ijiece.v7i2.345
Zauche, L. H., Thul, T. A., Mahoney, A. E. D., & Stapel-Wax, J. L. (2016). Influence of language nutrition on children’s language and cognitive development: An integrated review. Early Childhood Research Quarterly, 36, 318–333. https://doi.org/https://doi.org/10.1016/j.ecresq.2016.01.015
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Hawaul Khansa Khairunnisa Hanun, Ruli Hafidah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
