%A NIM.: 21104030058 Najwa Khoirun Nisa’
%O Hafidh ‘Aziz, S.Pd.I., M.Pd.I.
%T IMPLEMENTASI LITERASI ANAK USIA DINI DALAM MENSTIMULASI KEMAMPUAN BERBAHASA PADA ANAK USIA 4-5 TAHUN DI RA KREATIF AL BARAAKAH YOGYAKARTA
%X Literacy is a basic skill for children, which improves their language skills. Literacy helps them develop knowledge and understanding in the learning and teaching process. Effective literacy development, especially in children aged 4-5 years, impacts their cognitive, social, and emotional development. Implementing literacy in children involves not only the learning and teaching process but also self-expression, symbol understanding, and language comprehension.
This study aims, as follows: 1. To analyze the form of implementation of literacy programs on the language skills of children aged 4-5 years at RA Kreatif AL Barakaah Yogyakarta. 2. To analyze the language skills of children aged 4-5 years at RA Kreatif AL Barakaah Yogyakarta. 3. To understand the Supporting and Inhibiting Factors of Implementation of Literacy Language Skills of Children Aged 4-5 years at RA Kreatif AL Barakaah Yogyakarta.
The method used is descriptive qualitative with observation techniques, interview instruments, and documentation. Observation techniques include using observations... such as reading story books. Interview techniques include using interviews with the principal and class teachers. Documentation techniques can be seen from report cards or learning outcomes. The research subjects are class teachers, students in grades 1A and 2A, and the principal. The focus of this research includes the conditions of the form of implementation of children's literacy learning in grades 1A and 2A, the implementation of literacy in language skills with teaching applied by teachers, as well as supporting and inhibiting factors for the implementation of Early Literacy.
The results of this study indicate that: 1. The implementation of the literacy program at RA Kreatif Al Baraakah is carried out through three structured stages: habituation (through reading aloud every morning), development (through storytelling methods and role-playing centers), and learning (through special interventions and additional tutoring programs). 2. The language skills of children aged 4-5 years show diverse (heterogeneous) results. Based on instrument data, achievements in Class 1A are dominated by the "Developing Very Well" (BSB) category which reaches 40%. The rest are divided into the "Developing According to Expectations" (BSH) category of 75% while Class 2 A is dominated by the "Developing According to Expectations" (BSH) category which reaches 80%. The rest are divided into the "Developing Very Well" (BSB) category of 10%, and "Still Starting to Develop" (MB) of 10%3. Supporting factors for literacy implementation are teacher creativity, a conducive learning environment, and parental support. The inhibiting factors are teachers' limited time for individual guidance and the low economic status of some parents, which limits children's access to additional guidance programs.
%K Kemampuan Berbahasa, Anak Usia Dini, Literasi Anak Usia Dini
%D 2025
%I UIN SUNAN KALIJAGA YOGYAKARTA
%L digilib74786