470
Views
322
PDF Downloads
28
XML Views
Open Access
Redefining Early Literacy: A STEAM Approach at AZ Zahra NU Kindergarten, Magelang
Main Article Content
Abstract
This research investigates the implementation of a Science, Technology, Engineering, Arts, and Mathematics (STEAM)-based learning approach at AZ Zahra NU Salaman Magelang Kindergarten, aiming to enhance early childhood literacy in reading, writing, and arithmetic. Employing a qualitative, descriptive case study methodology, the study focuses on learning design, execution, and evaluation through the STEAM lens. Data were collected via observations, interviews, and documentation involving the principal, deputy principal, and classroom teachers. The learning process at Az-Zahra NU Kindergarten has transitioned from conventional drills to a STEAM approach, utilizing loose-part media and play activities tailored to each child's unique learning style. The study reveals a significant paradigm shift in early childhood education from traditional methods to a more dynamic, integrative STEAM approach. This shift promotes holistic development and simplifies educational planning, enabling educators to concentrate on adaptive, child-centric strategies. The findings highlight the successful integration of STEAM elements into the curriculum, enhancing children's engagement and creativity in learning. However, the research's limitation lies in its focus on a single institution and qualitative data, suggesting the need for broader, mixed-method studies in diverse educational settings. Future research should also include longitudinal studies to assess the long-term impacts of the STEAM approach. In conclusion, the study presents a compelling case for the widespread adoption of STEAM in early childhood education, offering a more effective and engaging method for fostering early literacy and comprehensive child development in the 21st century.
Keywords:
Downloads
Metrics
Introduction
Literacy, a fundamental skill in human development and societal progress, is essential for individuals to thrive in a rapidly evolving world. Despite numerous advancements in educational methodologies, traditional drill-based approaches to literacy, encompassing reading, writing, and numeracy (listing), remain prevalent. However, these methods often neglect the holistic development of children, focusing narrowly on rote learning and memorization (Agustin Latif, 2023;(Johnston et al., 2022)Perignat Katz-Buonincontro, 2019). The emergence of the STEAM (Science, Technology, Engineering, Art, and Mathematics) approach has introduced a paradigm shift, emphasizing a more integrative and engaging method of learning(Bayles et al., 2021)(Johnston et al., 2022)(Thoma et al., 2023). This study aims to explore the efficacy and impact of the STEAM approach in enhancing literacy skills among early learners, a subject of growing importance in educational research and practice.
The misdirection in building literacy skills starts at the early childhood education level(Napitupulu, 2021). Starting from early childhood education, children taught literacy using drill methods experience negative consequences, such as stress, psychological disturbances, and disruptive behavior(Apriyanti & Aprianti, 2023). Literacy methods focusing solely on academic intelligence from an early age provide short-term benefits but pose long-term threats to children(Lipsey et al., 2018). This misconception continues to spread in society (Lestari Puji ;Pada, 2023), as evidenced by the increasing number of institutions offering courses and tutoring services to achieve literacy skills quickly.
TK Az-Zahra NU Salaman Magelang is one of the early childhood education institutions that has stimulated essential literacy aspects, particularly the contextual and meaningful development of early literacy in children, by implementing the independent curriculum in early childhood education. Contextual means children learn by utilizing objects from their immediate environment closely related to their daily lives. Meaningful means that children learn to read, write, and do arithmetic not just to be skilled without understanding and comprehension, as in drill methods, but also to comprehend what they hear and calculate. With the implementation of the independent curriculum in early childhood education, TK Az-Zahra NU Salaman Magelang has transitioned from primary essential racy stimulation using drill methods to contextual and meaningful learning.
Previous research indicates three main trends. First, studies that demonstrate the stimulation of early literacy development through picture cards(Hamdiah & Priyanti, 2023), word cards(Setyowati, 2023), crossword puzzles(Sitorus et al., 2023), and letter cards (Kristianisngsih et al., n.d.). Second, studies explore various early literacy methods using big books, busy books, and smart boards(Ismawati et al., 2023). Third, studies extensively investigate early literacy methods using mobile applications, such as educational games for reading fluency(Rahmadani & Muryanti, 2023)and the Quiziz app to enhance literacy skills(Rosdiana et al., 2023). Thus far, no early literacy teaching method using the STEAM (Science, Technology, Engineering, Art, and Mathematics) approach has been used. Studies on STEAM-based teaching approaches have mainly focused on fostering creativity and problem-solving in early childhood(Ananda et al., 2023)(Karlina et al., 2023)(Maarang et al., 2023)(Najamuddin et al., 2022). There have been no studies focusing on the implementation of STEAM for early literacy stimulation.
This study aims to fill the gaps in previous studies discussing reading, writing, and arithmetic methods for early childhood in Indonesia. The discussion in this study focuses on models, approaches, and techniques for teaching reading, writing, and arithmetic (callistingith STEAM. The study shows that the STEAM method stimulates children to observe, group, compare, measure, predict, think critically, communicate, be creative, and collaborate. This study also demonstrates that with STEAM, basic literacy in children is stimulated according to their developmental stages. In line with these points, two research questions can be formulated. First, how do educators design lesson plans with the STEAM approach at TK Az-Zahra NU Salaman Magelang? Second, how can implementing the STEAM approach at TK Az-Zahra NU Salaman Magelang enhance the knowledge of early childhood basic literacy? Through this focus, the research hopes to produce a comprehensive study on implementing the M approach to improve early childhood reading and writing literacy (Calistung).
This study is based on the argument that the stimulation process for early childhood education at TK Az-Zahra NU Salaman Magelang occurs in a contextual and meaningful manner because it employs the STEAM method. The STEAM method not only encourages children to learn about language aspects, such as receptive and expressive language and pre-literacy skills, as well as cognitive aspects like problem-solving, critical thinking, creativity, and symbolism, but it also encompasses an engineering or design component. This represents the highest level of thinking or is found in the category of high-order thinking. STEAM helps children excel in reading, writing, and arithmetic and nurtures and facilitates their creativity, imagination, and fantasies, among the most valuable assets children possess. The STEAM approach also serves as a means to introduce a variety of media sourced from the surrounding environment.
Research on learning to read, write, and count without drill: A study on the implementation of STEAM-infused education at TK Az Zahra NU Salaman Magelang is both urgent and crucial. There are three main reasons why this study is essential. Firstly, the STEAM method offers comprehensive benefits, particularly in stimulating early childhood reading, writing, and counting. Secondly, the reading, writing, and counting methods have often been misunderstood in their application in Indonesia, leading to the prohibition of early learning through drill-based methods. Despite this prohibition, early childhood educators still conduct extracurricular
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
Aguayo, C., Videla, R., López-Cortés, F., Rossel, S., & Ibacache, C. (2023). Ethical enactivism for smart and inclusive STEAM learning design. Heliyon, 9(9). https://doi.org/10.1016/j.heliyon.2023.e19205
Agustin, K., & Latif, N. F. (2023). Impact of Use of Word Card Media on Early Child Brain Development and its Implications on Early Reading Creativity (Issue Iceiss). Atlantis Press SARL. https://doi.org/10.2991/978-2-38476-190-6_24
Ananda, N., Sitti Nurhidayah Ilyas, dan, & Pgpaud, J. (2023). EFEKTIVITAS PEMBELAJARAN BERBASIS STEAM DENGAN MEDIA LOOSE PARTS TERHADAP KREATIVITAS ANAK USIA DINI. Journal Buah Hati, 10(2), 76–92.
Apriyanti, S., & Aprianti, E. (2023). DAMPAK PENYELENGGARAAN AKTIVITAS BACA, TULIS DAN HITUNG (CALISTUNG) PADA ANAK USIA DINI. 6(4), 2614–6347.
Bayles, J., Peterson, A. D., Jilcott Pitts, S., Bian, H., Goodell, L. S., Burkholder, S., Hegde, A. V, & Stage, V. C. (2021). Food-Based Science, Technology, Engineering, Arts, and Mathematics (STEAM) Learning Activities May Reduce Decline in Preschoolers’ Skin Carotenoid Status. Journal of Nutrition Education and Behavior, 53(4), 343–351. https://doi.org/https://doi.org/10.1016/j.jneb.2020.10.017
Benavides-Varela, S., Zandonella Callegher, C., Fagiolini, B., Leo, I., Altoè, G., & Lucangeli, D. (2020). Effectiveness of digital-based interventions for children with mathematical learning difficulties: A meta-analysis. Computers & Education, 157, 103953. https://doi.org/https://doi.org/10.1016/j.compedu.2020.103953
Bjorklund, D. F. (2022). Children’s Evolved Learning Abilities and Their Implications for Education. In Educational Psychology Review (Vol. 34, Issue 4). Springer US. https://doi.org/10.1007/s10648-022-09688-z
Bowcher, W. L., & Zhang, Z. (2020). Pointing at words: Gestures, language and pedagogy in elementary literacy classrooms in China. Linguistics and Education, 55, 100779. https://doi.org/https://doi.org/10.1016/j.linged.2019.100779
Conica, M., Nixon, E., & Quigley, J. (2023). Talk outside the box: Parents’ decontextualized language during preschool years relates to child numeracy and literacy skills in middle childhood. Journal of Experimental Child Psychology, 236, 105746. https://doi.org/https://doi.org/10.1016/j.jecp.2023.105746
Hamdiah, R. T., & Priyanti, N. (2023). Media Kartu Gambar Dalam Mengembangkan Minat Baca Anak. 9(3), 2548–6756. https://doi.org/10.31949/educatio.v9i3.5749
Ismawati, N., Widayati, S., Lidah Wetan, J., Wetan, L., Lakarsantri, K., & Surabaya, K. (2023). MENINGKATKAN KEMAMPUAN KEAKSARAAN AWAL ANAK USIA 5-6 TAHUN MELALUI MEDIA PAPAN PINTAR. Jurnal AUDHI, 6(1), 10–20.
Johnston, K., Kervin, L., & Wyeth, P. (2022). STEM, STEAM and Makerspaces in Early Childhood: A Scoping Review. In Sustainability (Vol. 14, Issue 20). https://doi.org/10.3390/su142013533
Kalpokaite, N., & Radivojevic, I. (2019). Demystifying qualitative data analysis for novice qualitative researchers. Qualitative Report, 24(13), 44–57. https://doi.org/10.46743/2160-3715/2019.4120
Karlina, T., Purwanti, D., & Femica, N. A. (2023). Pendekatan Pembelajaran STEAM Untuk Mengoptimalkan Perkembangan Anak Usia Dini di SKB Kota Serang. 1.
Kristianisngsih, B., Ridlwan, M., & Abidin, R. (n.d.). PENERAPAN PERMAINAN KARTU HURUF BERGAMBAR UNTUK MENINGKATKAN KEMAMPUAN KEAKSARAAN AWAL PADA KELOMPOK B TK TUNAS PUTRA MOJOREJO KEMLAGI MOJOKERTO.
Lestari, D., & Puji ; Pada. (2023). Miskonsepsi Baca Tulis Hitung (Calistung) pada Jenjang PAUD (Misconceptions of Reading, Writing and Counting (Calistung) at the Early Childhood Education Level). In Journal Of Early Childhood Education And Research (Vol. 4).
Lipsey, M. W., Farran, D. C., & Durkin, K. (2018). Effects of the Tennessee Prekindergarten Program on children’s achievement and behavior through third grade. Early Childhood Research Quarterly, 45, 155–176. https://doi.org/10.1016/j.ecresq.2018.03.005
Longhine, L. (2022). Play-Based Learning vs. Academics in Preschool.
Maarang, M., Khotimah, N., & Maria Lily, N. (2023). Analisis Peningkatan Kreativitas Anak Usia Dini melalui Pembelajaran STEAM Berbasis Loose Parts. Murhum : Jurnal Pendidikan Anak Usia Dini, 4(1), 309–320. https://doi.org/10.37985/murhum.v4i1.215
Milara, I. S., Pitkänen, K., Laru, J., Iwata, M., Orduña, M. C., & Riekki, J. (2020). STEAM in Oulu: Scaffolding the development of a Community of Practice for local educators around STEAM and digital fabrication. International Journal of Child-Computer Interaction, 26. https://doi.org/10.1016/j.ijcci.2020.100197
Najamuddin, N., Fitriani, R., & Puspandini, M. (2022). Pengembangan Bahan Ajar Science, Technology, Engineering, Art and Mathematics (STEAM) Berbasis Loose Part untuk Meningkatkan Kemampuan Pemecahan Masalah Anak Usia Dini. Jurnal Basicedu, 6(1), 954–964. https://doi.org/10.31004/basicedu.v6i1.2097
Napitupulu, E. L. (2021). Membangun Kecakapan Literasi. Kompas.Com.
Perignat, E., & Katz-Buonincontro, J. (2019). STEAM in practice and research: An integrative literature review. Thinking Skills and Creativity, 31, 31–43. https://doi.org/https://doi.org/10.1016/j.tsc.2018.10.002
Peterson, G., & Elam, E. (2020). Observation and Assessment in Early Childhood. College of the Canyons, 1–128.
Quigley, C. F., Herro, D., Shekell, C., Cian, H., & Acques, L. (2020). Connected Learning in STEAM Classrooms: Opportunities for Engaging Youth in Science and Math Classrooms. International Journal of Science and Mathematics Education, 18(8), 1441–1463.
Rahmadani, P., & Muryanti, E. (2023). Pengaruh Game Edukasi “Secil” terhadap Keterampilan Membaca Permulaan Anak Usia Dini di Taman Kanak-kanak. AS-SABIQUN, 5(4), 948–956. https://doi.org/10.36088/assabiqun.v5i4.3520
Rimm-Kaufman, S. E., Storm, M. D., Sawyer, B. E., Pianta, R. C., & LaParo, K. M. (2006). The Teacher Belief Q-Sort: A measure of teachers’ priorities in relation to disciplinary practices, teaching practices, and beliefs about children. Journal of School Psychology, 44(2), 141–165. https://doi.org/https://doi.org/10.1016/j.jsp.2006.01.003
Rosdiana, D., Gianistika, C., & Rakeyan Santang, S. (2023). MENINGKATKAN KEMAMPUAN KEAKSARAAN AWAL MELALUI APLIKASI QUIZIZZ. In Jurnal Plamboyan Edu (JPE) (Vol. 1, Issue 2).
Setyowati, J. (2023). Efektifitas Media Kartu Kata dan Gambar dalam Peningkatan Kemampuan Membaca Awal Anak Usia Dini. In Journal of Education Research (Vol. 4, Issue 3).
Sitorus, M., Octa Nanda, N., Nurhayati, S., Siregar, A. S., Huda, N., Qori, A., Tarbiyah, F. I., & Keguruan, D. (2023). Penerapan Bermain Teka-teki Silang dalam Meningkatkan Kecerdasan Linguistik Anak Usia Dini. JAMBURA Early Childhood Education Journal, (Tahun) ISSN, 5, 118–129. https://doi.org/10.37411/jecej.v5i1.1965
Tabiin, A. (2020). Implementation of STEAM Method (Science, Technology, Engineering, Arts And Mathematics) for Early Childhood Developing in Kindergarten Mutiara Paradise Pekalongan. Early Childhood Research Journal (ECRJ), 2(2), 36–49. https://doi.org/10.23917/ecrj.v2i2.9903
Thoma, R., Farassopoulos, N., & Lousta, C. (2023). Teaching STEAM through universal design for learning in early years of primary education: Plugged-in and unplugged activities with emphasis on connectivism learning theory. Teaching and Teacher Education, 132, 104210. https://doi.org/https://doi.org/10.1016/j.tate.2023.104210