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International Conference on Humanities.
Education.
Language, and Culture Improving Early Reading and Writing Skills (MMP) Through the Montessori Method with the Help of Word Cards Rinja Efendi1 Haryanto 2 1Rokania University.
Riau.
Indonesia 2Yogyakarta State University.
DIY.
Indonesia * Surel: spdimpd.
2024@student.
haryanto62@yahoo.
id , rinjaefendi@rokania.
Abstract This study aims to improve the ability of Reading and Writing Beginning (MMP) in grade 1 students through the Montessori method assisted by word cards.
The method used is Classroom Action Research (CAR) Arikunto model with four stages:
planning, action, observation, and reflection.
The subjects of the study were 25 grade 1 students of SD Negeri 014 Rambah Samo.
Data were collected through observation, interviews, and The results of the study showed an increase in MMP ability from 40% in cycle I meeting I, to 60% in meeting II, then increasing to 72% in cycle II meeting I, and reaching 80% in meeting II.
Thus, the indicator of success was achieved because more than 75% of students had completed.
Keywords:
Improvement.
Montessori.
Word Cards.
Beginning International Conference on Humanities.
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INTRODUCTION
Early Reading and Writing Skills (EWC) are an important foundation in the learning process of early childhood and early elementary school students.
Mastery of these basic skills is the key to understanding various sciences about subsequent educational crickets.
(Blok.
Therefore, learning EWC needs to be designed in an interesting, meaningful, and appropriate way to the child's developmental stage.
However, the reality in the field shows that not a few students have difficulty in mastering reading and writing skills at an early stage.
(Putri, 2.
This can be caused by the lack of an appropriate approach to the characteristics of early childhood learning, limited contextual learning media, and less than optimal sensorimotor involvement in the learning process.
(Agustina et al.
, 2.
If this condition is left untreated, it will have an impact on children's low literacy achievement and affect overall academic development.
One approach that is believed to be able to overcome this problem is the Montessori Method.
This method emphasizes individual, concrete, and manipulative learning, allowing children to learn through direct experience (Zia et al.
, 2.
Montessori also prioritizes freedom in learning, independence, and the use of specially designed boat tools to stimulate various aspects of child development, including language and literacy.
In the context of MMP learning, the Montessori method can be enriched by the use of word cards as visual and kinesthetic aids that support the process of recognizing letters, syllables, and words gradually and enjoyably.
Word cards allow children to make associations between letter symbols and sounds directly, and strengthen understanding through fine motor activities such as arranging letters or matching words with pictures.
International Conference on Humanities.
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The Principles of Montessori Education in learning apply the principles of learning for children.
The principles of Montessori learning are as follows: a.
What is important is the forms of interaction between teachers and children b.
Emphasize activities that lead to self-direction in children through the help of teachers.
Focusing on children's adaptation to the surrounding environment as learning material that is appropriate to their level of Physical activities that play a role in helping children absorb academic concepts and practical Utilizing self-taught equipment used as a tool to introduce concepts.
Freedom to choose and provide selfcontrol.
Children's interest in learning, in this case children will be able to learn better if they are interested in what they are learning h.
Avoiding extrinsic rewards.
Collaborative learning between peers (Lestari, 2.
Learning in context will be deeper and more enriching than abstract learning.
Based on this explanation, it can be understood that child development goes through a series of changes in children that take place gradually and are permanent in terms of the physical and spiritual functions that each individual has when moving towards maturity through the growth and learning stages (Qorina.
The development of grade 1 students enters the concrete operational development stage and is developed to sharpen their abilities.
Therefore, concrete tools or materials are needed to provide stimulation so that they can help support the child's learning process.
(Mutia Alista Muslih.
Sa'odah, 2.
The Montessori method has various forms of materials, which are contained in tools and various activities used to support the child's learning process with the child's development process formed through the tools provided (Study et al.
, 2.
Previously explaining how the International Conference on Humanities.
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Each material has a purpose and is meaningful to the child Each material used must be in accordance with the child's development, for example from simple to complex in design and use.
Every object or material that is designed to prepare children to learn unconsciously related to the things that the child will explain in the future.
Every object given to children must be given starting from concrete things to leading to abstract things that are done Every material that is designed aims to get automatic education (Nevyanti & Respati, 2.
This means that error control is on the object, not on the This error control will guide the child in using the object and has the possibility that the child can realize his own mistakes and correct them by himself (Mirnawat.
METHOD
Research Approach and Type This study uses a qualitative approach with the type of Classroom Action Research (CAR).
The CAR model used refers to Suharsimi Arikunto's opinion which states that CAR is a form of reflective study by the perpetrator of the action carried out to improve the rationality and fairness of educational practices in the classroom.
The goal is to improve the learning process and outcomes in a sustainable manner.
CAR was chosen because it is very suitable for learning interventions such as the use of the Montessori method assisted by word cards, considering its cyclical characteristics.
The cyclical nature of CAR allows teachers to directly apply, observe, and reflect on each learning action, then make revisions for the next cycle based on field findings.
Thus, interventions can be adjusted and refined gradually to be more effective in International Conference on Humanities.
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This approach not only improves learning outcomes, but also empowers teachers as researchers in their own Research Model This research follows Arikunto's spiral model which consists of four main components in each cycle, namely:
Planning.
Planning.
Implementation of Action (Actin.
Observation (Observin.
Reflection (Reflectin.
Gambar 1.
Alur PTK Arikunto International Conference on Humanities.
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The first stage in this cycle is planning, which is designing actions to be taken to overcome learning At this stage, the teacher prepares a Learning Implementation Plan (RPP), prepares evaluation tools, and the necessary learning aids or media.
Furthermore, the action implementation stage .
is carried out by implementing learning activities in accordance with the planning that has been made.
The teacher as a researcher carries out the action scenario in the classroom with full awareness of the purpose of the improvement.
After that, enter the observation stage .
, where the teacher or collaborator observes and records the action implementation process.
Student activities, the role of the teacher, and the classroom situation are observed systematically through instruments such as observation sheets, field notes, and documentation.
The last stage is reflection .
, which functions to analyze the results of observations in order to assess the effectiveness of the actions that have been implemented.
This reflection is the basis for determining improvements and preparing plans for the next cycle.
If the problem has not been resolved optimally, then the research is continued to the next cycle until the expected improvement is achieved.
Subjects and Research Location The subjects in this study were 25 students of grade 1 of SD Negeri 014 Rambah Bahasa Samo in the 2024-2025 academic year, 18 female students and 7 male students.
The location of the research was at SD Negeri 014 Rambah Samo, which is located in Karya Mulya Village.
Rambah Samo District.
Rokan Hulu Regency.
International Conference on Humanities.
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Data Collection Techniques The data collection techniques used in this study consisted of several complementary methods to obtain accurate and comprehensive data.
First, observation was conducted to observe the activities of teachers and students during the learning process.
In this case, the researcher used an observation sheet specifically designed to record teacher and student activities in relation to Beginning Reading and Writing (MMP) skills.
Second, test was used as a tool to determine the improvement in student learning outcomes, especially in MMP skills.
The test was given to each individual in the form of questions that measure basic reading and writing skills.
Third, interviews were conducted with teachers and students to obtain their responses to the action process that had been carried out.
This interview aims to dig up more in-depth information about students' abilities in MMP and their perceptions of the learning that was applied.
Finally, documentation techniques were used to collect supporting data, such as photos of learning activities, open modules used in the action process, and student work results.
These four techniques complement each other in providing a comprehensive picture of the process and results of the classroom action research carried out.
Instrumen Penelitian The instruments used in this study were designed to support systematic and in-depth data collection.
The first instrument was a teacher and student activity observation sheet, which was used to record interactions between teachers and students during the learning process.
This International Conference on Humanities.
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The second instrument was a formative test given to students after each cycle to measure the level of understanding and achievement of learning objectives.
The results of this test were used to evaluate the effectiveness of the action and determine whether revisions were needed in the next action.
Furthermore, an interview guide was used as an instrument to obtain qualitative information from teachers and students regarding their experiences during the learning process.
These interviews provided insight into the effectiveness of the methods used and aspects that needed to be improved.
Finally, a field note format was used to record various direct observations that occurred during the implementation of the action in the classroom.
These notes are important documentation that is very useful for reflecting and designing further actions if necessary.
These four instruments complement each other in providing accurate and in-depth data for analysis purposes in classroom action research.
Data Analysis Techniques Data analysis was conducted descriptively qualitatively and quantitatively simply.
Data from observations and interviews were analyzed qualitatively, while student test results were analyzed quantitatively to see the improvement in learning outcomes between cycles.
Indikator Keberhasilan The indicators for the success of improving the ability to read and write for beginners (M MP) based on the Montessori Method with the help of word cards, classically, are 80% and the individual success indicator for learning Indonesian is 75%.
International Conference on Humanities.
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Indicators for Beginning Reading Skills Category Percentage Description Achievement Very Low Has not shown basic skills, 0% Ae 25% Very Low 26% Ae 50% 51% Ae 75% 76% Ae 100% Has develop, but still Low / Needs needs guidance and regular practice.
Has shown mastery.
Sufficient but is not consistent Towards Mastery and needs practice.
Telah kemampuan secara High / Mastery baik dan konsisten
RESULT
This classroom action research was conducted in two cycles with the aim of improving the Reading and Writing skills of Beginner Students (MMP) of grade 1 of SD Negeri 014 Rambah Bahasa Samoa through the application of the Montessori Method with the help of word cards.
The following are the results of the research based on International Conference on Humanities.
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At the pre action stage, most students showed difficulty in pronouncing letter sounds, combining sounds into syllables or simple words, and copying or writing words The results of the observation found that 20% of the 25 students were still unable to read and write the beginning (MMP).
Observations also showed that students were less active and did not focus passively during reading and writing learning activities.
Cycle 1 In cycle I, the researcher designed the Early Reading and Writing (MMP) learning using the Montessori method approach, focusing on sensory and phonetic activities, and utilizing picture word cards as media.
These word cards were prepared to help students recognize letters, syllables, and simple words.
Learning was carried out in two meetings, where the teacher used word cards as media for activities, such as recognizing letters and their sounds through sound games, composing words from movable letters .
ovable alphabet.
, and reading words through picture word cards.
The results of observations showed that students began to show interest in MMP activities, with around 60% of students being able to arrange letters into simple words such as "book" and "house".
Student learning activities also increased compared to before the action was taken.
However, at the reflection stage, several students were found to still have difficulty pronouncing the initial letter sounds and composing words correctly.
The teacher realized that strengthening phonetic sounds and understanding through games needed to be strengthened International Conference on Humanities.
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Therefore, this action will be continued to cycle II with adjustments and development of more varied methods to support student success.
Table 2.
Results of MMP Ability Cycle I Meetings 1 Indicators Pertemuan Pertemua n II Ability to pronounce letter Ability to read simple words Ability to write simple words Ability to write simple Total Cycle 2 In cycle I, the researcher designed the Early Reading and Writing (MMP) learning with the Montessori method approach, especially through sensory and phonetic activities, using picture word cards.
This media is prepared to help students recognize letters, syllables, and simple Learning is carried out for two meetings, where the teacher directs the activities through three main stages, namely recognizing letters and their sounds through sound games, composing words with movable letters, and reading words using picture word cards.
The results of the observation showed that students began to show interest in the MMP activities, and around 60% of them were able to arrange letters into simple words such as "book" and "house".
Students' learning activities also showed an increase compared to before the action was taken.
However, reflection on the learning process revealed that there were still a number of students who had difficulty in International Conference on Humanities.
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The teacher realizes the need for phonetic reinforcement and conceptual understanding through more varied and interesting games.
Therefore, the learning action will be continued to cycle II with a more enhanced Table 3.
Results of MMP Ability Cycle II Meetings 1
Indikator Pertemuan Pertemuan Ability to pronounce letter
Ability to read simple Ability to write simple Ability to write simple Total
DISCUSSION