Penguatan Manajemen Pembelajaran PAUD Berbasis Literasi dan Numerasi untuk Mendukung Kesiapan Anak Memasuki Sekolah Dasar

Fonny Katili; Fera Luicia Tampi; Citra Raflesia

doi:10.59837/jpmba.v4i7.5163

Authors

Fonny Katili Universitas Negeri Manado, Indonesia
Fera Luicia Tampi Universitas Negeri Manado, Indonesia
Citra Raflesia Universitas PGRI Silampari, Indonesia

DOI:

https://doi.org/10.59837/jpmba.v4i7.5163

Keywords:

Kesiapan Sekolah, Literasi, Manajemen Pembelajaran, Numerasi, PAUD

Abstract

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk memperkuat manajemen pembelajaran Pendidikan Anak Usia Dini (PAUD) berbasis literasi dan numerasi sebagai fondasi kesiapan anak memasuki sekolah dasar di Desa Taratara, Tomohon. Permasalahan yang ditemukan berkaitan dengan kebutuhan penguatan kapasitas pendidik dalam merencanakan, melaksanakan, mengamati, merefleksikan, dan menindaklanjuti pembelajaran yang aktif serta sesuai karakteristik perkembangan anak usia dini. Kegiatan dilaksanakan pada tanggal 26 Mei 2026 dengan melibatkan 60 peserta. Metode kegiatan menggunakan pendekatan pelatihan, workshop, praktik, pendampingan, observasi, refleksi, dan tindak lanjut. Hasil evaluasi melalui angket menunjukkan bahwa 87% peserta memberikan penilaian kategori sangat baik terhadap pelaksanaan kegiatan. Produk yang dihasilkan berupa 10 dokumen rancangan kegiatan pembelajaran, 10 media pembelajaran literasi-numerasi, 5 instrumen observasi perkembangan, dan 1 panduan pembelajaran. Kegiatan ini memberikan kontribusi dalam memperkuat praktik pembelajaran PAUD yang berbasis bermain, kontekstual, dan berorientasi pada kesiapan anak memasuki sekolah dasar.

Downloads

Download data is not yet available.

References

Afwa, I. Z. (2026). Pembelajaran matematika berbasis bermain pada PAUD: Kajian filosofis dan pedagogis. Saimika: Jurnal Kajian Matematika dan Sains, 1(1), 12–26. https://doi.org/10.67755/saimika.v1i1.120

Cheung, A., Keung, C., & Tam, W. (2022). Developing kindergarten teacher capacity for play-based learning curriculum: A mediation analysis. Teachers and Teaching, 28(5), 618–632. https://doi.org/10.1080/13540602.2022.2062749

Cutting, C., & Lowrie, T. (2023). Bounded learning progressions: A framework to capture young children’s development of mathematical activity in play-based contexts. Mathematics Education Research Journal, 35(2), 317–337. https://doi.org/10.1007/s13394-022-00424-y

De Chambrier, A.-F., Baye, A., Tinnes-Vigne, M., Tazouti, Y., Vlassis, J., Poncelet, D., & Dierendonck, C. (2021). Enhancing children’s numerical skills through a play-based intervention at kindergarten and at home: A quasi-experimental study. Early Childhood Research Quarterly, 54, 164–178. https://doi.org/10.1016/j.ecresq.2020.09.003

Dwijantie, J. S. (2026). The development of number sense as the foundation of early childhood numeracy through play-based learning. Tunas Siliwangi: Jurnal Program Studi Pendidikan Guru PAUD STKIP Siliwangi Bandung, 12(1), 12-17. https://doi.org/10.22460/ts.v12i1.7233

Hakiki, A. R., Suharti, S., Adhe, K. R., & Anggraeni, N. (2026). The landscape of early numeracy skills research in Indonesia: A systematic literature review. Journal of Education Research, 7(2), 501–515. https://doi.org/10.37985/jer.v7i2.3654

Kurniansyah, M. Y., Meilani, R., & Aryanti, L. N. (2026). From play to numeracy: Exploring cognitive and pedagogical processes in early childhood learning. Journal on Mathematics Education Research, 7(1), 135–147. https://doi.org/10.17509/j-mer.v7i1.921

Latifah, I., Suriansyah, A., & Amelia, R. (2025). Playing as a bridge to early childhood literacy: A literature review of best practices in early childhood education. International Journal of Research in Education, 5(2), 343-357. https://doi.org/10.26877/eq14mp98

McLean, C., Cummings, R., LeBlanc, L. A., Briscombe, A., Mohamed, D., & McIsaac, J. L. D. (2026). Making numeracy and literacy learning visible in play-based publicly funded programs. Journal of Early Childhood Literacy, 26(1), 482–512. https://doi.org/10.1177/14687984251351202

Mohammed, A. H., Nigussie, B., Schellens, T., & Rotsaert, T. (2026). Play-based learning in early childhood education: A scoping review. Early Childhood Education Journal, 54(5), 3929-3975. https://doi.org/10.1007/s10643-026-02127-6

Murtagh, E. M., Sawalma, J., & Martin, R. (2022). Playful maths! The influence of play-based learning on academic performance of Palestinian primary school children. Educational Research for Policy and Practice, 21, 407–426. https://doi.org/10.1007/s10671-022-09312-5

Purbo, K. A. D., Wahyoedi, S., & Pramono, D. M. W. (2025). Penerapan metode play-based learning untuk meningkatkan kemampuan literasi siswa di TK B1 XYZ Schools. Journal of Economic, Business and Accounting (COSTING), 8(4). https://doi.org/10.31539/trza4656

Rand, M. K., & Morrow, L. M. (2021). The contribution of play experiences in early literacy: Expanding the science of reading. Reading Research Quarterly, 56, S239–S248. https://doi.org/10.1002/rrq.383

Soto-Calvo, E., Simmons, F. R., Adams, A.-M., Francis, H. N., Patel, H., & Giofrè, D. (2020). Identifying the preschool home learning experiences that predict early number skills: Evidence from a longitudinal study. Early Childhood Research Quarterly, 53, 314–328. https://doi.org/10.1016/j.ecresq.2020.04.004

Størksen, I., Rege, M., Solli, I. F., ten Braak, D., Lenes, R., & Geldhof, G. J. (2023). The playful learning curriculum: A randomized controlled trial. Early Childhood Research Quarterly, 64, 36–46. https://doi.org/10.1016/j.ecresq.2023.01.015

Tam, A. C. F. (2023). Transforming preschool language teachers’ beliefs of implementing play-based learning in a professional learning community. International Journal of Early Years Education, 31(1), 46-62. https://doi.org/10.1080/09669760.2022.2065247

Vlassis, J., Baye, A., Auquière, A., de Chambrier, A.-F., Dierendonck, C., Giauque, N., Kerger, S., Luxembourger, C., Poncelet, D., Tinnes-Vigne, M., Tazouti, Y., & Fagnant, A. (2023). Developing arithmetic skills in kindergarten through a game-based approach: A major issue for learners and a challenge for teachers. International Journal of Early Years Education, 31(2), 419–434. https://doi.org/10.1080/09669760.2022.2138740

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Winarti, D. W., Widjaja, W., Razi, F., Huzaimah, S., Prianggi, A., & Setyawan, I. A. (2025). Empowering early childhood educators to foster spatial and numeracy reasoning through play-based learning. Journal on Mathematics Education, 16(3), 871–888. https://doi.org/10.22342/jme.v16i3.pp871-888

Yunita, H., & Sujarwo, S. (2026). The effect of project play methods on learning motivation and numeracy literacy skills of children of Kindergarden Negeri Pembina Bengkayang. ACADEMIA: Jurnal Inovasi Riset Akademik, 6(3), 1390–1401. https://doi.org/10.51878/academia.v6i3.11871