<![CDATA[ABSTRACT Early childhood literacy learning should provide learning experiences that integrate multiple modes of communication to foster children's thinking skills and creative imagination. However, literacy media commonly used in early childhood education generally rely on text and illustrations presented separately, without integrating visual, audio, movement, and dialogic interaction within a multiliteracies-based learning medium. This study aimed to develop a Multimodal Big Book based on the Multiliteracies approach as a feasible instructional medium to stimulate the creative imagination of children aged 5–6 years. The study employed the Design-Based Research (DBR) method, consisting of four stages: needs analysis, product design and development, validation and implementation, and reflection. The research was conducted at TK Ar Rahmah, Tasikmalaya City, involving 17 children in Group B, classroom teachers, and expert validators. Data were collected through observation, interviews, documentation, expert validation sheets, teacher response questionnaires, and pre-tests and post-tests, and were analyzed using descriptive qualitative and quantitative techniques. The findings indicated that the Multimodal Big Book based on the Multiliteracies approach met the criteria for instructional feasibility according to expert validation and received highly positive responses from teachers. The implementation of the medium also improved children's creative imagination, particularly in the fluency dimension, as reflected in their increased ability to express ideas, make predictions, and propose multiple alternative responses during shared reading activities. The novelty of this study lies in integrating text, illustrations, audio through Quick Response (QR) Codes, movement-based activities, and guiding questions into a single instructional medium, thereby creating a more active, interactive, and meaningful literacy experience. Therefore, the Multimodal Big Book based on the Multiliteracies approach has the potential to serve as an alternative instructional medium for stimulating the creative imagination of young children. ABSTRAK Pembelajaran literasi pada anak usia dini perlu menghadirkan pengalaman belajar yang mengintegrasikan berbagai mode komunikasi agar mampu mengembangkan kemampuan berpikir dan imajinasi kreatif anak. Namun, media literasi yang digunakan di lembaga pendidikan anak usia dini umumnya masih berfokus pada teks dan ilustrasi secara terpisah sehingga belum mengintegrasikan unsur visual, audio, gerak, dan interaksi dialogis dalam satu media berbasis multiliterasi. Penelitian ini bertujuan mengembangkan Big Book Multimodal berbasis Multiliterasi yang layak digunakan untuk menstimulasi imajinasi kreatif anak usia 5–6 tahun. Penelitian menggunakan metode Design-Based Research (DBR) yang meliputi tahap identifikasi kebutuhan, perancangan dan pengembangan produk, validasi serta implementasi, dan refleksi. Penelitian dilaksanakan di TK Ar Rahmah Kota Tasikmalaya dengan melibatkan 17 anak kelompok B, guru, dan validator ahli. Data dikumpulkan melalui observasi, wawancara, dokumentasi, lembar validasi, angket respons guru, serta pre-test dan post-test, kemudian dianalisis secara deskriptif kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa Big Book Multimodal berbasis Multiliterasi memenuhi kriteria layak berdasarkan validasi para ahli serta memperoleh respons sangat baik dari guru sebagai pengguna. Implementasi media juga menunjukkan peningkatan imajinasi kreatif anak, terutama pada indikator kelancaran (fluency), yang ditandai dengan meningkatnya kemampuan mengemukakan ide, memberikan prediksi, dan menyampaikan berbagai alternatif jawaban selama kegiatan membaca bersama. Kebaruan penelitian ini terletak pada pengintegrasian teks, ilustrasi, audio berbasis Quick Response (QR) Code, aktivitas gerak, dan pertanyaan pemantik dalam satu media pembelajaran sehingga mampu menciptakan pengalaman literasi yang lebih aktif, interaktif, dan bermakna. Dengan demikian, Big Book Multimodal berbasis Multiliterasi berpotensi menjadi alternatif media pembelajaran untuk menstimulasi imajinasi kreatif anak usia dini.]]>
