Increasing Parental Involvement in Early Literacy Stimulation at Home Through the Family Learning Project Model in Early Childhood Education at Makarti Mukti Tama Kindergarten
Peningkatan Keterlibatan Orang Tua Dalam Stimulasi Literasi Dini Di Rumah Melalui Model Family Learning Project Pada Pendidikan Anak Usia Dini Di TK Makarti Mukti Tama
DOI:
https://doi.org/10.56667/jveit.v7i1.2282Keywords:
keterlibatan orang tua, literasi dini, amily learning project, stimulasi di rumah, pendidikan anak usia diniAbstract
Parental involvement in early literacy stimulation at home is a critical determinant of children's language and cognitive development. However, many parents lack the knowledge, skills, and confidence to effectively support their children's literacy development. This study aims to increase parental involvement in early literacy stimulation at home through the Family Learning Project model in early childhood education at TK Makarti Mukti Tama. This research employs Classroom Action Research (PTK) using the Kemmis and McTaggart model, conducted in two cycles. The subjects were 20 parents and their children (Group B, aged 5-6 years). Data collection techniques included observation, documentation, field notes, and semi-structured interviews, analyzed using descriptive qualitative and quantitative methods. The results showed a significant improvement in parental involvement. In the pre-cycle, only 25% of parents reached the expected level of involvement. This increased to 55% in Cycle I and reached 85% in Cycle II. The Family Learning Project model, consisting of literacy workshops, home-based literacy activities, digital communication platforms, and family literacy portfolios, successfully enhanced parents' knowledge of early literacy strategies, their frequency of reading aloud, and their ability to create a print-rich home environment. The study concludes that the Family Learning Project model is an effective pedagogical intervention for increasing parental involvement in early literacy stimulation.
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