STRATEGI PENGEMBANGAN KETERAMPILAN PRA MENULIS ANAK USIA 4-5 TAHUN DI SENTRA BAHAN ALAM (PENELITIAN DESKRIPTIF KUALITATIF DI RAUDHATUL ATHFAL ISTIQLAL JAKARTA PUSAT)

ANDHIKA ARISTAWIDYA, . (2026) STRATEGI PENGEMBANGAN KETERAMPILAN PRA MENULIS ANAK USIA 4-5 TAHUN DI SENTRA BAHAN ALAM (PENELITIAN DESKRIPTIF KUALITATIF DI RAUDHATUL ATHFAL ISTIQLAL JAKARTA PUSAT). Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini dilatarbelakangi oleh pentingnya pengembangan keterampilan pra menulis sebagai kesiapan anak sebelum memasuki tahap menulis formal. Pengembangan keterampilan pra menulis dapat dilakukan melalui pengalaman bermain yang memberikan stimulasi motorik halus dan pengalaman sensorimotor, salah satunya di sentra bahan alam. Penelitian ini bertujuan untuk mendeskripsikan strategi guru dalam mengembangkan keterampilan pra menulis anak usia 4–5 tahun di sentra bahan alam di Raudhatul Athfal Istiqlal Jakarta Pusat. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Subjek penelitian terdiri atas kepala sekolah dan guru sentra bahan alam. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis menggunakan model Miles dan Huberman melalui reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data dilakukan dengan triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa strategi guru meliputi tujuan, proses, materi, media, dan evaluasi pembelajaran. Tujuan pembelajaran difokuskan pada pengembangan kesiapan pra menulis melalui stimulasi motorik halus, koordinasi mata dan tangan, serta pengalaman sensorimotor. Proses pembelajaran dilaksanakan secara sistematis melalui kegiatan pendahuluan, kegiatan inti, dan penutup yang memberikan kesempatan kepada anak untuk mengeksplorasi berbagai ragam main, memperoleh pengalaman belajar secara langsung, mengembangkan kemandirian, serta mendapat pendampingan guru sebagai fasilitator hingga kegiatan evaluasi melalui recalling. Materi pembelajaran disesuaikan dengan tema dan berorientasi pada pola dasar pra menulis, sedangkan media yang digunakan berupa bahan alam, loose parts, media konkret, dan Alat Permainan Edukatif (APE) yang dirancang guru. Evaluasi dilakukan melalui observasi, catatan anekdot, dokumentasi, dan recalling untuk mengetahui perkembangan keterampilan pra menulis anak. Berdasarkan hasil penelitian dapat disimpulkan bahwa strategi guru dalam mengembangkan keterampilan pra menulis di sentra bahan alam dilaksanakan secara terpadu melalui tujuan, proses, materi, media, dan evaluasi yang saling berkaitan sehingga memberikan pengalaman belajar yang bermakna dan mendukung kesiapan anak memasuki tahap menulis formal. ***** This study was motivated by the importance of developing pre-writing skills as a foundation for children before they begin formal writing. Pre-writing skills can be developed through play activities that stimulate fine motor skills and sensorimotor experiences, one of which is through learning in the natural materials center. This study aimed to describe teachers' strategies in developing pre-writing skills for children aged 4–5 years at the Natural Materials Center of Raudhatul Athfal Istiqlal, Central Jakarta. This study used a qualitative approach with a descriptive method. The participants were the principal and the teacher of the natural materials center. Data were collected through observation, interviews, and documentation. The data were analyzed using the Miles and Huberman model, which consists of data reduction, data display, and conclusion drawing. Data validity was ensured through source and technique triangulation. The findings showed that the teachers' strategies included learning objectives, learning process, learning materials, learning media, and assessment. The learning objectives focused on preparing children's pre-writing skills by developing fine motor skills, hand-eye coordination, and sensorimotor experiences. The learning process was carried out systematically through opening, main, and closing activities, allowing children to explore various play activities, gain direct learning experiences, develop independence, receive guidance from the teacher as a facilitator, and participate in a recalling activity at the end of the lesson. The learning materials were adjusted to the learning theme and focused on basic pre-writing patterns. The learning media consisted of natural materials, loose parts, concrete media, and teacher-made Educational Play Tools (APE). Assessment was conducted through observation, anecdotal notes, documentation, and recalling activities to identify children's pre-writing skill development. In conclusion, the teachers' strategies for developing pre-writing skills in the natural materials center were implemented through integrated learning objectives, learning process, learning materials, learning media, and assessment. These strategies provided meaningful learning experiences and supported children's readiness before entering the stage of formal writing.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Azizah Muis, S.Pd., M.Pd. ; 2). Dra. Winda Gunarti, M.Pd.
Subjects:	Pendidikan > Pendidikan Dasar > Pendidikan Anak
Divisions:	FIP > S1 Pendidikan Guru PAUD
Depositing User:	Andhika Aristawidya .
Date Deposited:	22 Sep 2026 04:31
Last Modified:	22 Sep 2026 04:31
URI:	http://repository.unj.ac.id/id/eprint/73933

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