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All Journal International Journal of Social Learning (IJSL) NEAR: Jurnal Pengabdian kepada Masyarakat
Kustyarini Kustyarini
Universitas Wisnuwardhana Malang
Arts Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Library & Information Science Nursing Public Health Social Sciences Transportation Other

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Belajar Bahasa dan Sastra itu Seru (BeBaSaRu): An Early Childhood Literacy Development Program Etty Umamy; Kustyarini Kustyarini; Dewi Anta Sari; Aisa Sri Rejeki; Mochamad Irwan Almustofa
NEAR: Jurnal Pengabdian kepada Masyarakat Vol. 4 No. 2 (2025): NEAR
Publisher : Komunitas Dosen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32877/nr.v4i2.2224

Abstract

Early literacy is a fundamental foundation in the cognitive and language development of young children. However, many children still face difficulties in recognizing letters, understanding vocabulary, and constructing simple sentences. The Belajar Bahasa dan Sastra itu Seru (BeBaSaRu) program was designed as a community engagement initiative to enhance early literacy skills through an interactive and engaging approach. This program aims to develop young children's reading, writing, and storytelling abilities while also strengthening the role of teachers and parents in literacy stimulation. The methods used in this program include a participatory approach that involves teacher training, parental education, and the implementation of phonemic games, storytelling, shared reading, and creative writing activities. The results indicate that the program effectively improved children's vocabulary, story comprehension, storytelling skills, and basic writing abilities. Moreover, it increased children's interest in reading and reinforced the active involvement of teachers and parents in supporting literacy development. The implications of this study suggest that interactive literacy teaching methods can be adapted to various educational settings, including schools with limited resources. The sustainability of this program requires support from multiple stakeholders to ensure that its approaches continue to be effectively implemented in early childhood literacy education.
Advancing Microteaching Performance Through the Integration of Multiple Simulation Techniques Ni Wayan Suarniati; Feby Dwi Widayanti; Rofiqah Rofiqah; Hosaini Hosaini; Muslimin Muslimin; Kustyarini Kustyarini
International Journal of Social Learning (IJSL) Vol. 6 No. 3 (2026): August
Publisher : Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ijsl.v6i3.571

Abstract

This study examines how integrating multiple simulation techniques enhances microteaching performance in preparing pre-service teachers to develop pedagogical, managerial, and reflective skills. The research aims to analyze how role-play, peer simulation, scenario-based teaching, and digital micro-simulation collectively improve instructional competence, confidence, and classroom readiness. A qualitative research design was employed, with data collected through in-depth interviews, classroom observations, reflective journals, and documentation involving instructors and pre-service teachers. The data were analyzed using thematic analysis to identify patterns in simulation-based learning. The findings show that integrating various simulation techniques creates a more authentic and dynamic learning environment, allowing students to practice teaching in situations that reflect real classrooms. Role-play and peer simulation enhance communication and classroom management, while scenario-based and digital simulations strengthen problem-solving, adaptability, and reflective thinking. Overall, students demonstrate increased confidence, improved lesson planning, clearer instruction, and more effective interaction strategies, indicating that integrating multiple simulations significantly improves microteaching effectiveness.
Co-Authors Aisa Sri Rejeki Dewi Anta Sari Febi Dwi Widayanti Hosaini Hosaini Mochamad Irwan Almustofa Muslimin Muslimin Rofiqah Rofiqah Umamy, Etty Wayan Suarniati, Ni