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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar International Journal of Educational Qualitative Quantitative Research DIMASEJATI:Jurnal Pengabdian Kepada Masyarakat
Cucu Sopiah
Universitas Muhammadiyah Cirebon
Education Other

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PENGARUH PERMAINAN DIGITAL MATCH UP PADA WEB INTERACTY.ME DALAM MENINGKATKAN KEMAMPUAN MEMBACA PERMULAAN PADA ANAK USIA 4-5 TAHUN DI TK AL FAJAR Utami Nur Hakim; Cucu Sopiah; Andi Ali Kisai
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, Desember 2025.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i4.32795

Abstract

Early reading ability in children aged 4–5 years at TK Al Fajar still faces various challenges, such as difficulties in pronouncing syllables, recognizing letters, understanding simple words, and writing their own names. This condition indicates that the learning process is not yet optimal because the media used by teachers tends to be conventional, less innovative, and does not make sufficient use of digital technology. In the modern era, children are more familiar with technology, so it is necessary to develop innovative learning media that suit their characteristics. Therefore, this study aimed to analyze the effect of the digital game Match Up Interacty on improving early reading skills in young children. This study employed a quantitative approach with a pre-experimental design, specifically the one group pretest-posttest model. The research subjects were 31 students from group A at TK Al Fajar. Data were collected through early reading tests, which included letter recognition, syllable pronunciation, and simple word reading, as well as observations of the learning implementation. Data analysis was conducted using a paired sample t-test and N-Gain calculations to measure improvements after treatment. The findings revealed a significant difference between pretest and posttest scores, with most students showing improvements in their early reading ability. However, several students did not experience significant changes, and some even showed a decline. Overall, the Match Up Interacty media had a positive impact on enhancing early reading skills, although its effectiveness was not uniform across all students. This study suggests that educational digital games should be further developed with more diverse content and tested on larger populations to maximize their role in supporting children’s early literacy.
Empowering ECCE Educators: Improving Understanding, Skills, and Development of the Independent Curriculum, with Teaching Modules and Learning Media Based on Augmented Reality Irfan Fauzi Rachmat; Cucu Sopiah; Fakhry Fajrin Kurniawan; Mumun Munawaroh
Dimasejati: Jurnal Pengabdian Kepada Masyarakat Vol. 5 No. 4 (2023)
Publisher : Universitas Islam Negeri Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70095/dimasejati.v5i4.15600

Abstract

This Community Service aims to enhance the understanding and skills of teachers at TK Labschool UMC and Daycare UMC regarding the Merdeka PAUD Curriculum and the development of interactive digital media teaching modules using augmented reality. Conducted as an empowerment-based community service, the activities took place at TK Labschool UMC over an intensive period of 2 months with three training sessions. The method involved the entire teacher population, utilizing purposive sampling techniques. The results indicated an improvement in the understanding of the principles of the Merdeka PAUD Curriculum, the ability of teachers to develop a distinctive curriculum for TK Labschool UMC, and their competence in creating teaching modules and integrating augmented reality technology into the learning process. The conclusion affirms that this community service has successfully empowered teachers, resulting in a positive impact on early childhood education
Enhancing Emergent Literacy Skills via Interactive Storytelling: Insights into Early Vocabulary Acquisition Salma Dyday; Abdul Muiz Rouf; Cucu Sopiah
International Journal of Educational Qualitative Quantitative Research Vol. 5 No. 1 (2026)
Publisher : Qualitative and Quantitative Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58418/ijeqqr.v5i1.234

Abstract

Traditional early literacy instruction often relies on decontextualized letter drilling, failing to foster integrated decoding and semantic comprehension. This study investigated the impact of a scaffolded interactive storytelling intervention on enhancing preschoolers' emergent literacy skills and early vocabulary acquisition. Grounded in a design-based practitioner inquiry framework, the intervention was implemented across two sequential phases with 13 preschoolers aged 5 to 6 years (M = 5.4, SD = 0.38). Data were gathered using a validated observation rubric (CVI = 0.92; k = 0.84) assessing grapheme-phoneme identification, word-picture association, and contextual word comprehension. Wilcoxon Signed-Rank Tests revealed a statistically significant improvement in overall emergent literacy performance from baseline (M = 1.92, SD = 0.81) to Phase II (M = 3.08, SD = 0.86; Z = -3.18, p < 0.001), yielding a large cumulative effect size (r = 0.88). Qualitative classroom observations confirmed a behavioral shift from passive memorization to active dialogic engagement, self-correction, and communicative confidence. Synthesizing Dual Coding Theory and Vygotsky’s Social Constructivism, these findings demonstrate that combining multimodal storybooks with dialogic questioning activates dual verbal and non-verbal cognitive channels, bridging orthographic decoding with semantic mapping. This study provides a theoretically sound, scalable model for reforming early childhood literacy curricula toward interactive, narrative-driven practices.
Co-Authors Abdul Muiz Rouf Andi Ali Kisai Fakhry Fajrin Kurniawan Irfan Fauzi Rachmat Mumun Munawaroh Salma Dyday Utami Nur Hakim