Penggunaan Metode Kolaboratif dalam Peningkatan Literasi Baca Tulis Anak Usia Dini di Bimba AIUEO Jember

Abstract

This research aims to describe the process and results of the use of collaborative methods in improving early childhood literacy at biMBA AIUEO Jember. This research uses a qualitative approach. Data collection uses observation, interviews, and documentation. The key informants of the research are the head of the unit and the motivator, as well as the supporting informants, namely three representatives of the parents of students. This research shows that collaborative methods consist of fun learning methods, small step systems, and individual systems. The use of fun learning aims to make learning fun. The use of the small step system is a gradual learning process, starting from level 1 to level 4. The use of individual systems is a learning process that refers to the character and willingness of children to learn. The results of the research show that the use of Fun Learning there are four stages, which include welcoming children, during pre-learning including dialogue, singing, praying, and applauding, when learning includes playing modules, coloring pictures, and storytelling, Then after studying, before going home, namely singing, praying, and giving house games, If the child has not been picked up, the motivator accompanies him to play. The Small Step System process, learning starting from simple materials to more complex ones according to learning levels 1-4, and refers to the child's ability. The use of this collaborative method has improved students' literacy, which includes improving early childhood reading and writing skills. In conclusion, this series of collaborative methods can improve students' reading and writing literacy at biMBA AIUEO Jember well. Suggestion, with the results of using collaborative methods that are in accordance with the theory, motivators must remain consistent in applying each stage of the collaborative method.