Stimulasi Kesiapan Menulis Anak Usia 4-5 Tahun Dengan Bermain (Systematic Literature Review)

FATMASARI, . (2026) Stimulasi Kesiapan Menulis Anak Usia 4-5 Tahun Dengan Bermain (Systematic Literature Review). Sarjana thesis, Universitas Negeri Jakarta.

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Abstract

Penelitian ini bertujuan untuk mengidentifikasi dan mendeskripsikan bentuk-bentuk stimulasi kesiapan menulis anak usia 4-5 tahun dengan bermain, serta menganalisis faktor pendukung dan penghambat implementasinya. Penelitian menggunakan pendekatan kualitatif dengan metode Systematic Literature Review (SLR) mengikuti prosedur Kitchenham. Korpus penelitian berupa artikel jurnal nasional dan internasional yang bersumber dari Science and Technology Index (Sinta), Google Scholar, dan Education Resources Information Center (ERIC), dengan bantuan software Publish or Perish, terbit pada rentang tahun 2015-2025. Melalui proses penyaringan berdasarkan kriteria inklusi dan eksklusi, diperoleh 15 artikel yang dianalisis secara deskriptif, komparatif, dan tematik. Hasil penelitian menunjukkan bahwa bentuk-bentuk stimulasi kesiapan menulis dengan bermain dapat disintesiskan ke dalam lima konsep besar, yaitu demonstrasi dan pemodelan langsung oleh guru, eksplorasi mandiri dengan scaffolding terbatas, penggunaan media dan alat permainan edukatif yang variatif, integrasi menulis ke dalam kegiatan bermain sehari-hari, serta kolaborasi guru dengan orang tua. Bermain manipulatif bercorak Montessori dan bermain simbolik terbukti paling konsisten efektif menstimulasi motorik halus dan kesiapan menulis anak, sedangkan stimulasi berbasis media pasif seperti flash card dan media digital menunjukkan hasil yang lebih beragam. Faktor pendukung dan penghambat dipetakan mengikuti lapisan ekologi Bronfenbrenner: faktor pendukung terkonsentrasi pada kompetensi dan kreativitas guru serta dukungan orang tua, sedangkan faktor penghambat mencakup karakteristik internal anak, keterbatasan lingkungan rumah, padatnya kurikulum, minimnya pelatihan guru, dan tekanan akuntabilitas akademik. Dapat disimpulkan bahwa bermain yang dirancang secara terstruktur oleh guru sebagai fasilitator dan scaffolder terbukti efektif menstimulasi kesiapan menulis anak usia 4-5 tahun, dengan syarat didukung oleh ekosistem mikro dan mesosistem yang kondusif. ***** This study aims to identify and describe the forms of stimulation used to develop writing readiness in children aged 4-5 years through play, and to analyze the supporting and inhibiting factors of its implementation. The study employed a qualitative approach using the Systematic Literature Review (SLR) method following the Kitchenham procedure. The research corpus consisted of national and international journal articles retrieved from the Science and Technology Index (Sinta), Google Scholar, and the Education Resources Information Center (ERIC) with the assistance of Publish or Perish software, published between 2015 and 2025. Through a screening process based on inclusion and exclusion criteria, 15 articles were obtained and analyzed descriptively, comparatively, and thematically. The results show that forms of play-based stimulation for writing readiness can be synthesized into five major concepts: direct teacher demonstration and modeling, independent exploration with limited scaffolding, the use of varied educational media and play tools, the integration of writing into daily play activities, and teacher-parent collaboration. Montessori-style manipulative play and symbolic play were found to be the most consistently effective in stimulating children's fine motor skills and writing readiness, whereas passive media-based stimulation such as flash cards and digital media produced more mixed results. Supporting and inhibiting factors were mapped according to Bronfenbrenner's ecological layers: supporting factors were concentrated in teacher competence and creativity as well as parental support, while inhibiting factors included children's internal characteristics, limited home environments, crowded curricula, insufficient teacher training, and academic accountability pressures. It can be concluded that structured play designed by teachers acting as facilitators and scaffolders is empirically effective in stimulating writing readiness in children aged 4-5 years, provided it is supported by a conducive micro- and meso-ecosystem.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Dr. Sri Wulan, M.Si; 2). Indah Juniasih, M.Pd.
Subjects:	Pendidikan > Pendidikan Dasar > Pendidikan Anak
Divisions:	FIP > S1 Pendidikan Guru PAUD
Depositing User:	Users 37705 not found.
Date Deposited:	11 Sep 2026 03:37
Last Modified:	11 Sep 2026 03:37
URI:	http://repository.unj.ac.id/id/eprint/73828

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