IMPROVING BEGINNING READING SKILLS THROUGH MECHATRONIC TEACHING AIDS FOR CHILDREN AGED 5-6 YEARS

Desty Ayu Safitri

Abstract


The purpose of this study was to see an increase in early reading skills in children aged 5-6 years through mechatronic teaching aids in the Kindergarten Laboratories of FKIP University of Riau. The researcher uses the Class Action Research (CAR) method. The analytical technique used by the researcher is observation, documentation, and interviews and is analyzed, which will then be analyzed using quantitative analysis techniques. The subjects of this study were 10 children, three boys and seven girls. The study resulted in an increase in pre-action in the first and second cycles, the average percentage before the action took an average percentage of 43.13 with the criteria starting to develop (MB), the first cycle got an average percentage 53.86% with the criteria of starting to develop (MB), and in the second cycle, the percentage of 78.96% with the criteria of developing very well (BSB). This increase can mean that children are able to understand consonants and vowels, are able to distinguish between uppercase and lowercase letters, some children are starting to be able to understand the relationship between what is said and written, some children are starting to be able to distinguish basic words and affixes, and Children are able to string basic words from syllables. From the results of the average percentage then analyzed using a formula, so that the results of the analysis of preliminary reading skills in the pre-action to the first cycle obtained an increase value of 24.62%, then from the first cycle to the second cycle an increase in value of 46, 62%, and during pre-action with the second cycle, an increase in value of 83.07% was obtained. It can be concluded that efforts to develop early reading skills through the use of mechatronic teaching aids for children aged 5-6 years in TK Labor FKIP Riau University have increased.


Keywords


Beginning Reading Ability, Mechatronic Teaching Aids, Early Childhood

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DOI: http://dx.doi.org/10.33578/pjr.v6i3.8777

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