16
Views
10
PDF Downloads
Open Access
Enhancing Early Childhood Literacy through Collaborative Learning: A Case Study in Non-Formal Education at biMBA AIUEO Jember
Main Article Content
Abstract
Indonesia faces critical early literacy challenges, with 55% of children unable to read simple text by age 10, highlighting the need for innovative pedagogical interventions, particularly in non-formal education sectors. This qualitative case study explores the implementation and effectiveness of an integrated collaborative learning framework that combines fun learning, small-step systems, and individualized approaches to enhance early childhood literacy at biMBA AIUEO Jember, a non-formal education center. Data were collected from 15 participants (a unit head, two motivators, three parents, and nine children aged 3–6) through semi-structured interviews, systematic classroom observation over three months, and document analysis. Data were analyzed using Miles and Huberman’s (1994) interactive model with thematic coding and member checking for validity. Findings reveal four major themes: structured progression through individualized learning levels enhanced literacy acquisition; play-based engagement sustained motivation across developmental variations; adaptive facilitation addressed diverse learning needs within resource constraints; and measurable literacy growth was evident in writing complexity and reading fluency despite individual differences. The integrated framework proved effective in supporting literacy development under limited-resource conditions, though implementation challenges emerged, including uneven learner progress, limited facilitator capacity, and material scarcity. These findings underscore the global relevance of adapting collaborative learning frameworks to strengthen early literacy in resource-constrained, non-formal settings. The study extends collaborative learning theory through the concept of constrained collaboration, demonstrating that meaningful literacy growth can occur when pedagogical models are contextually grounded rather than imported from affluent systems. However, as a single-site and short-term case study, the findings have limited generalizability. Future research should employ mixed methods and longitudinal designs across diverse contexts to measure long-term literacy outcomes and scalability. Ultimately, improving early literacy in marginalized communities requires creative adaptation to local realities, affirming that quality learning can thrive even within material constraints through committed, context-responsive facilitation.
Keywords:
Downloads
Metrics
Article Details
How to Cite
Copyright
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright Notice
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal, provided that the work is not used for commercial purposes.
- Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
Privacy Statement
The names and email addresses entered in this journal site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party.
References
Abadzi, H. (2006). Efficient learning for people with low incomes: Insights from the frontier of cognitive neuroscience. World Bank Publications.
AIUEO. (2022). Tentang biMBA AIUEO.
AIUEO, T. D. (2021). Program implementation guidelines 2021.
Almeida, F., & Morais, J. (2025). Non-formal education as a response to social problems in developing countries. E-Learning and Digital Media, 22(2), 122–138.
Antoninis, M., Alcott, B., Al Hadheri, S., April, D., Fouad Barakat, B., Barrios Rivera, M., Baskakova, Y., Barry, M., Bekkouche, Y., & Caro Vasquez, D. (2023). Global Education Monitoring Report 2023: Technology in education: A tool on whose terms?
Baker, T., & Nelson, R. E. (2005). Creating something from nothing: Resource construction through entrepreneurial bricolage. Administrative science quarterly, 50(3), 329–366.
Bank, W. (2020). Learning poverty in Indonesia. W. B. Group.
Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide.
Castro, F. G., Barrera Jr, M., & Martinez Jr, C. R. (2004). The cultural adaptation of prevention interventions: Resolving tensions between fidelity and fit. Prevention science, 5(1), 41–45.
Christie, J. F., & Roskos, K. A. (2006). Standards, science, and the role of play in early literacy education. Play learning: How play motivates and enhances children’s cognitive and social-emotional growth, 57–73.
Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage Publications.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.
Dovrat, E. (2024). A Descriptive Multiple Case Study of the Factors and Practices of Sustainability in Co-Designed Virtual Exchanges, Lancaster University (United Kingdom).
Fenwick, T., Edwards, R., & Sawchuk, P. (2015). Emerging approaches to educational research: Tracing the socio-material. Routledge.
Fishberg, R. (2023). Inequality beyond representation in European research funding.
Gobena, E. B., Hean, S., Heaslip, V., & Studsrød, I. (2024). The challenge of western-influenced notions of knowledge and research training: lessons for decolonizing the research process and researcher education. Journal of Ethnic & Cultural Diversity in Social Work, 33(5), 276–287.
Hanushek, E. A., & Woessmann, L. (2023). The knowledge capital of nations: Education and the economics of growth. MIT Press.
Hirsh-Pasek, K., Golinkoff, R. M., & Eyer, D. (2004). Einstein never used flash cards: How our children really learn--and why they need to play more and memorize less. Rodale Books.
Hmelo-Silver, C., Jeong, H., Faulkner, R., & Hartley, K. (2017). Computer-supported collaborative learning in STEM domains: Towards a meta-synthesis.
Johnson, D. W., & Johnson, R. T. (2010). Cooperative learning and conflict resolution: Essential 21st century skills. 21st century skills: Rethinking how students learn, 201–219.
Junita, R., & Putrie, C. A. R. (2021). Upaya pengenalan warna dengan menggunakan media permainan kartu warna pada anak bimba aiueo graha kalimas 4 tambun. Research and Development Journal of Education, 7(2), 525-531.
K Robert, Y. (2018). Case study research and applications design and methods.
Kapur, M., & Bielaczyc, K. (2012). Designing for productive failure. Journal of the Learning Sciences, 21(1), 45-83.
Kuhl, P. K. (2014). Early language learning and the social brain. Cold Spring Harbor symposia on quantitative biology,
Ma, L., Yang, W., Shen, J., Zhang, W., Wang, X., & Fang, X. (2025). Parent-Teacher Cooperation and Adolescent Academic Development: Understanding the Dynamic Pattern through a Panel Network Approach. Journal of Youth and Adolescence, 1–23.
Marusynets, M., Slabko, V., & Strelnik, O. (2019). Formal and non-formal education in the differentiation of intrinsic properties. Освітній дискурс, 7(15), 76–89.
Meha, N., & Hengelina, H. (2017). Pengaruh penggunaan media kartu kata bergambar terhadap kemampuan membaca permulaan anak usia 5-6 tahun di bimba aiueo unit alinda bekasi utara. Yaa Bunayya: Jurnal Pendidikan Anak Usia Dini, 1(1), 21-26.
Merriam, S. B., & Grenier, R. S. (2019). Qualitative research in practice: Examples for discussion and analysis. John Wiley & Sons.
Miles, B. W., & Jozefowicz-Simbeni, D. M. H. (2010). Naturalistic inquiry. The Handbook of Social Work Research Methods, 415-425.
Miles, M. B. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks.
Nehez, J., & Håkansson Lindqvist, M. (2024). External facilitators’ practical work for school improvement: de-professionalising or developing improvement capacity? Journal of educational change, 25(4), 803-823.
Neuman, S. B., & Danielson, K. (2021). Enacting content-rich curriculum in early childhood: The role of teacher knowledge and pedagogy. Early Education and Development. 32(3), 443–458.
Norman, A. (2023). Educational technology for reading instruction in developing countries: A systematic literature review. Review of Education, 11(3), e3423.
Nsamenang, A. B. (1995). Theories of developmental psychology for a cultural perspective: A viewpoint from Africa. Psychology and Developing Societies. 7(1), 1–19.
Pangestu, F. G., Suri, G. E., Fitri, M., Dewi, P. A., & Widjayatri, R. D. (2022). Strategi Pembelajaran Fun Learning Di Bimba Aiueo Di Kota Cilegon. Jurnal Anak Usia Dini Holistik Integratif (AUDHI), 5(1), 8–14.
Parker, R., Thomsen, B. S., & Berry, A. (2022). Learning through play at school–A framework for policy and practice. Frontiers in Education,
Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice. Sage Publications.
Perera, C., Salamanca-Sanabria, A., Caballero-Bernal, J., Feldman, L., Hansen, M., Bird, M., Hansen, P., Dinesen, C., Wiedemann, N., & Vallières, F. (2020). No implementation without cultural adaptation: a process for culturally adapting low-intensity psychological interventions in humanitarian settings. Conflict and health, 14(1), 46.
Puzio, K., & Colby, G. T. (2013). Cooperative learning and literacy: A meta-analytic review. Journal of Research on Educational Effectiveness, 6(4), 339–360.
Rakyat, D. S. K. (2023). Statistik Pendidikan 2023. B. P. Statistik.
Roskos, K. A. (2017). Play and literacy in early childhood: Research from multiple perspectives.
Salsabila, A. A., & Kurniawan, H. (2022). Early Childhood Literacy Program At Bimba Aiueo. International Conference of Early Childhood Education in Multiperspectives,
Slavin, R. E. (1995). Cooperative learning: Theory, research, and practice. Allyn &Bacon.
Smith, M. W., Brady, J. P., & Clark-Chiarelli, N. (2008). Early language & literacy classroom observation tool: K-3. Paul H. Brookes.
Stake, R. E. (2013). Multiple case study analysis. Guilford Press.
Statistic, B. (2023). Regional economic indicators: East Java Province 2023. B. P. Statistik.
Stevens, K. E., Siraj, I., & Kong, K. (2023). A critical review of the research evidence on early childhood education and care in refugee contexts in low-and middle-income countries. International Journal of Child Care and Education Policy, 17(1), 7.
Sweller, J., Van Merrienboer, J. J., & Paas, F. G. (1998). Cognitive architecture and instructional design. Educational psychology review, 10(3), 251-296.
Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms. Ascd.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (Vol. 86). Harvard University Press.
Wenger-Trayner, E., Wenger, E., & Wenger-Trayner, B. (2020). Learning to make a difference: Value creation in social learning spaces. Cambridge University Press.
Young, J. R., Bevan, D., & Sanders, M. (2024). How Productive Is the Productive Struggle? Lessons Learned from a Scoping Review. International Journal of Education in Mathematics, Science and Technology, 12(2), 470–495.
Yulia, L., & Suryani, Z. (2022). Korelasi pedagogik dan kebijakan pendidikan dalam meningkatkan mutu pendidikan. Jurnal Kewarganegaraan, 6(1), 881-889.
Zhou, T., Cañabate, D., Bubnys, R., Staniküniené, B., & Colomer, J. (2025). Collaborative learning, cooperative learning and reflective learning to foster sustainable development: A scoping review. Review of Education, 13(2), e70065.