PENINGKATAN KEMAMPUAN MEMBACA PERMULAAN ANAK USIA 5-6 TAHUN MELALUI FLASHCARD SUKU KATA DI TK

Abstract

Mastery of early reading skills is a crucial foundation for early childhood cognitive and literacy development, especially during the golden phase of 5–6 years of age. Unfortunately, the actual conditions at Aisyah Muara Penimbung Islamic Kindergarten indicate an urgent need for improvement, with initial observations recording a concerning classical achievement of 38.3%. The majority of children, namely 9 out of 12 subjects, failed to achieve the Developing According to Expectations criteria because previous teaching methods, which were limited to textbooks and letter blocks, were deemed less interactive. To address this stagnation, classroom action research was implemented through two systematic cycles of the Kemmis & McTaggart model, integrating syllabic flashcards as the primary intervention. This approach aims to stimulate children's visual and cognitive aspects through meaningful play. The intervention results proved highly effective, marked by a consistent surge in the success rate: from 52.2% in the first cycle, it shot up significantly to 80.7% by the end of the second cycle. This achievement not only exceeded the target success indicator of 75%, but also qualitatively improved children's competence in identifying letter symbols, pronouncing syllables, and understanding the meaning of words, while also confirming the validity of flashcard media as an innovative solution in basic literacy learning.

ABSTRAK

Penguasaan kemampuan membaca permulaan merupakan fondasi krusial dalam perkembangan kognitif dan literasi anak usia dini, terutama pada fase emas usia 5–6 tahun. Sayangnya, kondisi faktual di TK Islam Aisyah Muara Penimbung menunjukkan adanya urgensi perbaikan, di mana hasil observasi awal mencatat capaian klasikal yang memprihatinkan sebesar 38,3%. Mayoritas anak, yakni 9 dari 12 subjek, gagal mencapai kriteria Berkembang Sesuai Harapan karena metode pengajaran sebelumnya yang terbatas pada buku paket dan balok huruf dianggap kurang interaktif. Guna mengatasi stagnasi ini, penelitian tindakan kelas diterapkan melalui dua siklus sistematis model Kemmis & McTaggart dengan mengintegrasikan media flashcard suku kata sebagai intervensi utama. Pendekatan ini bertujuan merangsang aspek visual dan kognitif anak melalui permainan yang bermakna. Hasil intervensi terbukti sangat efektif, ditandai dengan lonjakan persentase keberhasilan yang konsisten: dari 52,2% pada siklus pertama, melesat signifikan hingga menembus angka 80,7% pada akhir siklus kedua. Capaian ini tidak hanya melampaui target indikator keberhasilan 75%, tetapi juga secara kualitatif meningkatkan kompetensi anak dalam mengidentifikasi simbol huruf, melafalkan suku kata, serta memahami makna kata, sekaligus mengukuhkan validitas media flashcard sebagai solusi inovatif dalam pembelajaran literasi dasar.