Panduan Penulisan
Pengenalan Huruf, Angka, dan Warna Melalui Permainan Edukatif dan Interaksi Sosial Pada Anak Paud di TBM Plus Rumah Literasi Cakrawala NTT
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ABSTRAK
Banyak anak usia PAUD dan anak yang belum bersekolah di TBM Plus Rumah Literasi Cakrawala NTT, Desa Tanah Merah, Kupang Tengah, Nusa Tenggara Timur, belum mampu mengenali huruf alfabet, angka 1–10, dan warna dasar akibat keterbatasan stimulasi kognitif serta kurangnya metode pembelajaran yang sesuai. Pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kemampuan pengenalan huruf, angka, dan warna pada 15 anak usia PAUD dan anak yang belum bersekolah. Kegiatan dilaksanakan berdasarkan Teori Perkembangan Kognitif-Psikologis Lev Vygotsky, khususnya konsep Zone of Proximal Development (ZPD), kolaborasi, dan pembelajaran berbasis interaksi sosial. Program dilakukan melalui permainan edukatif di dalam dan luar ruangan, kegiatan mewarnai huruf dan angka, permainan sembunyi kertas, pengenalan warna menggunakan kosakata bahasa Inggris, serta lagu-lagu pengenalan huruf dan angka. Pendampingan dilaksanakan secara bertahap selama empat minggu. Hasil kegiatan menunjukkan bahwa 90% anak peserta program mampu mengenali huruf, angka, dan warna setelah mengikuti seluruh rangkaian pendampingan. Program pengabdian kepada masyarakat ini efektif dalam meningkatkan kemampuan anak dalam mengenali huruf, angka, dan warna. Temuan ini mendukung efektivitas pendekatan pembelajaran berbasis interaksi sosial dan scaffolding sebagaimana dikemukakan dalam teori Vygotsky untuk meningkatkan perkembangan kognitif anak usia dini.
Kata Kunci: Anak PAUD, Huruf Angka Warna, Vygotsky, Permainan Edukatif.
ABSTRACT
Many preschool-aged and out-of-school children at TBM Plus Rumah Literasi Cakrawala NTT, Tanah Merah Village, Central Kupang, East Nusa Tenggara, had not yet recognized alphabet letters, numbers 1–10, and basic colors due to limited cognitive stimulation and the lack of appropriate learning methods. This community service program aimed to improve the recognition of letters, numbers, and colors among 15 preschool-aged and out-of-school children. The program was implemented based on Lev Vygotsky’s Cognitive-Psychological Development Theory, particularly the concepts of the Zone of Proximal Development (ZPD), collaboration, and social interaction-based learning. Activities included indoor and outdoor educational games, coloring letters and numbers, paper-hiding games, color recognition using English vocabulary, and songs introducing letters and numbers. The mentoring program was conducted gradually over four weeks. The findings showed that 90% of the participating children were able to recognize letters, numbers, and colors after completing the program. The community service program effectively enhanced children's recognition of letters, numbers, and colors. The results support the effectiveness of social interaction-based learning and scaffolding approaches as proposed by Vygotsky’s theory in improving early childhood cognitive development.
Keywords: Preschool Children, Letters, Numbers, and Colors, Vygotsky, Educational Games.
Kata Kunci
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DOI: https://doi.org/10.33024/jkpm.v9i7.26505
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