Pemanfaatan Papan Belajar (PAJAR) untuk Meningkatkan Daya Ingat Anak Usia Dini dalam Pembelajaran Huruf Vokal dan Angka
Keywords:
PAJAR Media, Memory, Vowels, Numbers, Early ChildhoodAbstract
Media merupakan salah satu hal penting dalam keberhasilan pembelajaran pada anak usia dini. Dengan media, pembelajaran akan lebih konkret dan mudah dipahami oleh anak usia dini, sehingga anak lebih mudah mengingat dan fokus dalam pembelajaran, terlebih pada pembelajaran huruf dan angka. Penelitian ini membahas tentang pemanfaatan media Papan Belajar (PAJAR) untuk meningkatkan fokus dan daya ingat pada anak usia dini, khususnya pada pembelajaran huruf vokal dan angka di RA Asy Syafi'. Penelitian ini menggunakan pendekatan deskriptif kualitatif, pengumpulan data dilakukan melalui observasi, wawancara terhadapa orang tua, dan analisis dokumentasi, dengan target anak usia 4–5 tahun. Data yang didapatkan dianalisis secara induktif untuk menemukan pola dan hubungan. Dari data yang dianalisis pada penelitian mengungkapkan bahwa sifat interaktif dan multisensori PAJAR secara signifikan meningkatkan keterlibatan dan kinerja memori anak. Hasil pengamatan mengungkapkan bahwa aktivitas seperti mencari, menempel, menulis huruf dan angka mendorong perkembangan keterampilan motorik dan memfasilitasi interaksi guru-anak yang lebih dalam. Hal ini menunjukkan bahwa penerapannya menghasilkan peningkatan motivasi belajar dan daya ingat materi pembelajaran pada anak usia dini.
Learning media play a crucial role in supporting the success of early childhood education. Appropriate media make learning more concrete, easier to understand, and more engaging, thereby enhancing children’s focus and memory, particularly in learning letters and numbers. This study examines the use of the Learning Board (PAJAR) to improve focus and memory in early childhood, specifically in learning vowels and numbers at RA Asy Syafi'. A qualitative descriptive approach was employed, with data collected through observations, parent interviews, and documentation analysis involving children aged 4–5 years. The data were analyzed inductively to identify emerging patterns and relationships. The findings reveal that the interactive and multisensory features of the PAJAR media significantly enhanced children’s engagement and memory performance. Observation results indicated that activities such as searching, sticking, and writing letters and numbers fostered motor skill development and strengthened teacher–child interactions. These results suggest that the implementation of PAJAR media increases learning motivation and improves memory of learning materials in early childhood.
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