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All Journal EDUTEC : Journal of Education And Technology Journal of Community Service in Early Childhood Education
Aviratri, Yudha
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Religion Education Mathematics Social Sciences Other

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The Use of CROWD Techniques in Reading Comprehension and Critical Thinking Skills in Children Aged 5-6 Years Aviratri, Yudha
EDUTEC : Journal of Education And Technology Vol. 9 No. 1 (2025): September 2025
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29062/99cyft80

Abstract

Reading comprehension and critical thinking are essential foundations for developing reflective, problem-solving, and effective communication skills. However, national and international studies consistently reveal that Indonesian children remain weak in both aspects, particularly in early childhood—a critical period for literacy and cognitive development. This study examines the effectiveness of the CROWD technique (Completion, Recall, Open-ended questions, Wh-questions, and Distancing) in dialogic reading to enhance reading comprehension and critical thinking among children aged 5–6 years. Employing a mixed-method embedded design, the study combined quantitative data from non-equivalent control group experiments with qualitative data from classroom observations, teacher interviews, and child responses. Validated instruments were applied through expert judgment, Aiken’s V, Cronbach’s Alpha, and Cohen’s Kappa (? = 0.7), ensuring strong validity and reliability. The results of the Shapiro-Wilk test indicated normally distributed data (W = 0.957, p > 0.05), while Mann-Whitney U tests revealed significant differences between treatment and control groups. Children in the treatment group demonstrated substantially higher scores in CROWD responses (U = 139.33 vs. 39.33), reading comprehension (U = 122 vs. 22), and critical thinking (U = 120.66 vs. 20.66). Qualitative findings further highlighted that CROWD fostered reflective and associative thinking, though implementation required more time (22 minutes vs. 15 minutes). Overall, the study concludes that CROWD questions significantly improve children’s reading comprehension and critical thinking when integrated into read-aloud sessions. Future research should explore longitudinal impacts, optimize the number of CROWD items for efficiency, and extend applications to diverse literacy contexts such as home, libraries, or digital environments.
Strengthening National Character through Literacy: STPHBK and Kayuh Literasi Collaboration Aviratri, Yudha; Wahab Nafiyan, Abdul
Journal of Comunity Service in Early Childhood Education Vol. 1 No. 2 (2025): Journal of Comunity Service in Early Childhood Education
Publisher : CV Berkah Syahdin Trust

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64840/jcosece.v1i2.56

Abstract

Background: Low literacy levels in communities contribute to broader social issues, including school dropout rates, limited workforce skills, and intergenerational poverty. Strengthening family-based literacy is essential to support character development and improve quality of life. Aims: This community service program aims to enhance literacy awareness among parents, improve the capacity of Taman Bacaan Masyarakat (TBM) tutors, and foster children’s literacy skills as a foundation for character building. Methods: This program employed a community development approach with an empowerment strategy, involving collaboration between lecturers, students, and the Kayuh Literasi community. The implementation consisted of three stages: (1) raising parents’ awareness through seminars and literacy workshops, (2) mentoring TBM tutors in designing engaging and leveled literacy activities, and (3) assessing children’s literacy skills using leveled reading books. Data were collected through observation and program documentation and analyzed descriptively. Result: The results indicate an improvement in parents’ understanding of their role in supporting literacy at home, increased creativity and competence of tutors in developing literacy activities, and positive changes in children’s reading motivation and abilities. The program also demonstrated the effectiveness of collaborative efforts between higher education institutions, literacy communities, and families in promoting literacy culture. Conclusion: The implementation of a community-based literacy program through a community development and empowerment approach effectively strengthens literacy awareness and practices among families and communities. This program offers a sustainable and replicable model for fostering literacy culture and character development.
Co-Authors Syahputri, Riani Wahab Nafiyan, Abdul