Article Sidebar

Download
PDF
Statistic
Read Counter : 323 Download : 318

Downloads

Download data is not yet available.

Main Article Content

Abstract

This study aims to describe the understanding and process of implementing literacy in early childhood. The method used in this study is a qualitative descriptive method. Data collection techniques were used through observation, interviews, and documentation. The subjects were Early Childhood Education (ECE) teachers in Lhokseumawe. Ten teachers were selected using purposive sampling technique from five kindergartens; Pertiwi Kindergarten, Bunayya, Safiatuddin and Ukhtani. The results showed that: (1) the understanding of ECE teachers in Lhokseumawe interpreted the concept of literacy as a basic skill that children must have in reading, writing, and speaking. Introduction of literacy for early childhood as initial preparation to master reading, writing and speaking skills so that early childhood becomes more prepared to face education at the next level, Elementary School or Madrasah Ibtidaiyah, (2) The process of implementing literacy in ECE institutions is generally carried out in various forms of play activities and children's daily habit and using various forms of methods and media or educational toys.

Keywords

Teachers' understanding Literacy Early Childhood Education

Article Details

Authors who publish with this journal agree to the following terms:

  • Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work’s authorship and initial publication in this journal.
  • 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 acknowledgement of its initial publication in this journal.
  • 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
How to Cite
Elfiadi, E. (2021). Teachers’ understanding towards concepts and processes of children’s literacy. Atfaluna Journal of Islamic Early Childhood Education, 4(1), 13-20. https://doi.org/10.32505/atfaluna.v4i1.1646

References

  1. Arsa, D., Atmazaki, A., & Juita, N. (2019). Literasi Awal pada Anak Usia Dini Suku Anak Dalam Dharmasraya. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 3(1), 127. https://doi.org/10.31004/obsesi.v3i1.159
  2. Dosen, E., Piaud, J., Iain, F., Email, L., Anak, A., & Jamak, K. (n.d.). Kecerdasan jamak pada anak usia dini. 8(2), 35–52.
  3. Elfiadi. (2019). Persepsi Masyarakat Aceh Utara Terhadap Pendidikan Anak Usia Dini. AWLADY: Jurnal Pendidikan Anak, Vol. 5 No., 150–159. https://doi.org/10.24235/awlady.v5i1.3738
  4. Emzir. (2010). Metodologi Penelitian Pendidikan:Kuantitatif dan Kualitatif. Rajawali Pers.
  5. Fahmi, F., Syabrina, M., Sulistyowati, S., & Saudah, S. (2020). Strategi Guru Mengenalkan Konsep Dasar Literasi di PAUD Sebagai Persiapan Masuk SD/MI. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 931–940. https://doi.org/10.31004/obsesi.v5i1.673
  6. Fransman. (2017). Understanding literacy. Background paper for EFA Global Monitoring Report.
  7. Gunawan, H., Tools, T., & Akademik, K. B. (2019). Jurnal Metabasa. 1, 38–50.
  8. Husnaini, N. (n.d.). Kata Kunci: pola, literasi, anak usia dini.
  9. Iis Basyiroh. (2017). Program Pengembangan Kemampuan Literasi Anak Usia Dini (Jurnal SPS).
  10. Karima, R., & Kurniawati, F. (2020). Kegiatan Literasi Awal Orang Tua pada Anak Usia Dini. 6(1), 69–80.
  11. Lestari, N. G. Ay. (2013). Peningkatan Kemampuan Baca Tulis Permulaan melalui Penggunaan Media Wayang Abjad Kontekstual. Pendidikan Usia Dini, 7(1), 201–220.
  12. Marwiyati, S. (2018). Peran “ Cakruk Baca Bergerak ” Dalam Pengembangan Literasi Anak Usia Dini.
  13. Novi Resmini. (2013). Orasi dan Literasi dalam Pengajaran. Jurnal UPI.
  14. Permatasari, A. N., Inten, D. N., & Mulyani, D. (2017). Literasi Dini dengan Teknik Bercerita. III(1), 20–28.
  15. Standar Pendidikan Anak Usia Dini, Pub. L. No. Permendikbud, 26 (2014).
  16. Standar Pendidikan Anak Usia Dini, 10 (2009).
  17. Rahayu, N. (2018). PEMBELAJARAN CALISTUNG BAGI ANAK USIA DINI Learning of “ Calistung ” ( Reading , Writing , and Calculating ) for Early Childhood. 1(2), 58–63.
  18. Ronny Kountur. (2005). Metode Penelitian untuk Penulisan Skripsi dan Tesis. PPM.
  19. 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
  20. Sofia Hartati. (2007). How to Be a Good Teacher and How to be a Good Mother. Enno Media.
  21. Sugiyono. (2018). Metode Penelitian Kombinasi (Mixed Methods). CV Alfabeta.
  22. Sumarti, E., Jazeri, M., Manggiasih, N. P., Masithoh, D., Agama, I., Negeri, I., & Tulungagung, I. (2020). PENANAMAN DINAMIKA LITERASI PADA ERA 4 . 0 Oleh ABSTRAK Penelitian ini bertujuan untuk mendeskripsikan penanaman dinamika literasi pada era 4 . 0 di Tulungagung , yang meliputi pelaksaan penanaman dinamika literasi , program yang dilakukan , perubahan , s. 4(April).
  23. Syarfina, S., Yetti, E., & Fridani, L. (2018). PEMAHAMAN GURU PRASEKOLAH RAUDHATUL ATHFAL TENTANG KESIAPAN SEKOLAH ANAK. Jurnal Pendidikan Usia Dini, 12(1), 153–163. https://doi.org/10.21009//JPUD.121.13
  24. Undang-undang Sistem pendidikan nasional, pasal 1 ayat 1 (2003).