Volume 3 Number 2 .
July Ae December 2025
Page: 95-103
ISSN: 3031-2884
EDUJAVARE PUBLISHING
https://edujavare.
com/index.
php/edujavare Improving Children's Learning Outcomes in Recognizing Letters of the Alphabet Using Active Student Learning for Group B Students Maulidah1.
Muhammad Zulkarnaen2.
Noor Baiti3.
Muhammad Yusuf4 Universitas Muhammadiyah Banjarmasin.
Indonesia.
maulida@gmail.
Universitas Muhammadiyah Banjarmasin.
Indonesia.
mzulkarnaen@gmail.
3 Universitas Muhammadiyah Banjarmasin.
Indonesia.
baitinoor75@gmail.
4 Universitas Muhammadiyah Banjarmasin.
Indonesia.
myusuf@gmail.
* 081391112121
Article history Submitted: 2025/07/16.
Abstract Early childhood literacy development is a fundamental aspect of education because the ability to recognize alphabet letters forms the basis for reading and writing skills.
However, many kindergarten children still experience difficulties in identifying and pronouncing letters due to limited engagement and monotonous teaching methods.
This study aimed to improve childrenAos learning outcomes in recognizing alphabet letters through the implementation of Student Active Learning (SAL) in Group B students at ABA Sei Besar Kindergarten.
The research employed a Classroom Action Research (CAR) design using the Kemmis and McTaggart model conducted in two cycles involving 12 children aged 5Ae6 years.
Data were collected through observation, learning outcome assessments, field notes, and documentation, then analyzed descriptively using percentage techniques.
The findings revealed a significant improvement in childrenAos alphabet recognition skills after the application of SAL.
Learning mastery increased from 42% in the preaction stage to 79.
1% in Cycle I and reached 95.
1% in Cycle II.
Children became more active, motivated, confident, and collaborative during learning activities involving games, group discussions, and hands-on letter recognition tasks.
The study concludes that SAL is an effective and engaging approach for improving early childhood literacy outcomes, particularly alphabet This research contributes to the development of active learning strategies in early childhood education by emphasizing participatory and child-centered literacy instruction.
alphabet recognition, early childhood education, literacy learning outcomes, student active learning.
Keywords Revised: 2025/08/12.
Accepted: 2025/09/14 A 2025 by the authors.
This is an open-access publication under the terms and conditions of the Creative Commons Attribution International (CC SA) https://creativecommons.
org/licenses/by-sa/4.
INTRODUCTION
Early childhood education is critical in laying the foundation for optimal cognitive, language, physical, social, and emotional development (Amin & Sumendap, 2.
Among the key developmental milestones for young children, the ability to recognize and use alphabetic letters is essential for literacy and later academic success (Djamarah & Zain, 2.
Language Published by Edujavare Publishing.
Indonesia Accredited SINTA 4 Improving Children's Learning Outcomes in Recognizing Letters of the Alphabet Using Active Student Learning for Group B Students Maulidah.
Muhammad Zulkarnaen.
Noor Baiti.
Muhammad Yusuf mastery encompassing listening, speaking, reading, and writing enables children to communicate, express themselves, and make sense of their environment (Dimiyati & Mudjiono, 2.
The recognition of alphabetic letters is particularly vital at the kindergarten level, serving as a gateway for reading and writing development (Nesi et al.
, 2.
Children who can identify, pronounce, and write letters are better prepared to acquire reading fluency and comprehension.
However, many early childhood educators face challenges in teaching the alphabet effectively, especially when children display low motivation, lack of interest, or difficulties in distinguishing letter forms and sounds (Erma, 2.
Observations at ABA Sei Besar Kindergarten revealed that only 3 out of 12 children reached the expected level of letter recognition, while the majority struggled with pronunciation, letter identification, and interest in the subject matter.
Contributing factors included monotonous teaching methods, insufficiently engaging learning materials, and a lack of active participation during lessons.
As a result, children's learning outcomes in alphabet knowledge were low, and teachers were compelled to seek more innovative and interactive approaches to foster engagement and achievement.
Active involvement is essential for meaningful learning experiences among young children (Amin & Sumendap, 2022.
Djamarah & Zain, 2.
Passive learning environments, where children are merely recipients of information, often lead to disengagement and minimal learning gains.
Recognizing this, contemporary early childhood pedagogy emphasizes student-centered approaches that encourage exploration, interaction, and creativity (Hosnan, 2.
Student Active Learning (SAL) is a pedagogical model designed to maximize student participation in the learning process.
The SAL approach employs diverse strategiesAi including games, group activities, hands-on tasks, and problem-solving exercisesAito create a dynamic and participatory classroom climate (Ibrahim, 2005.
Amin & Sumendap, 2.
Through SAL, students are encouraged to collaborate, reflect, and apply their knowledge in real-world contexts, making learning both effective and enjoyable.
Previous research has demonstrated the positive impact of active learning models on learning outcomes across various subjects and educational levels (Dedi Setiyadi, 2024.
Mulyani & Wardani, 2.
For instance.
Setiyadi .
found that using SAL in Islamic character education significantly improved student mastery and enthusiasm.
Similarly.
Erma .
reported that SAL could increase letter recognition among young learners.
Despite these encouraging findings, the adoption of SAL in early childhood alphabet instruction remains limited, and further empirical validation is warranted.
METHODS
This research employed a Classroom Action Research (CAR) design based on the Kemmis and McTaggart model, encompassing two cycles with each cycle consisting of planning, action, observation, and reflection (Arikunto, 2010.
Asrori & Rusman, 2.
The study took place at ABA Sei Besar Kindergarten.
Karang Intan.
Banjar Regency, during the 2024Ae2025 academic year.
The research subjects were 12 children aged 5Ae6 years from Group EDUJAVARE: International Journal of Educational Research B, with an equal number of boys and girls.
The main objective was to enhance alphabet recognition through the Student Active Learning (SAL) method.
Prior to the intervention, a pre-action observation was conducted to identify initial learning outcomes and challenges.
The researcher collaborated with school staff to obtain consent and prepare the learning During each cycle, three lessons were held, each focusing on different themes .
nimals for cycle I, plants for cycle II) to contextualize alphabet learning.
Lesson plans incorporated various SAL strategies such as games, group discussions, hands-on letter-matching exercises, and creative activities (Ibrahim, 2005.
Amin & Sumendap, 2.
Children were encouraged to identify, arrange, and write letters using manipulatives .
, letter cards, bottle caps, puzzle.
and to participate actively in group and individual tasks.
Data were collected through observation sheets .
racking childrenAos engagement and letter recognitio.
, teacher and student activity logs, and learning outcome tests at the end of each cycle (Dimiyati & Mudjiono, 2009.
Djamarah & Zain, 2.
Observational criteria included the ability to recognize, name, arrange, and write letters, as well as levels of participation and enthusiasm.
Scores were categorized as not yet developed, emerging, meeting expectations, or very well developed, in accordance with national early childhood education guidelines.
Documentation .
hotographs, lesson plans, student work sample.
complemented the quantitative data.
Data analysis was conducted descriptively, using percentage increases to measure progress from pre-action to post-intervention phases, following established procedures for classroom action research (Arikunto, 2010.
Sugiyono, 2.
FINDINGS AND DISCUSSION
The initial observation revealed that only 42% of children met the expected outcomes for alphabet recognition, with many displaying low motivation and engagement.
Most children could not distinguish or name letters independently, and classroom activities tended to be teacher-centered and repetitive.
After the implementation of Student Active Learning (SAL) in the first cycle, there was an immediate improvement.
At the end of cycle I, 79.
1% of children reached the Aumeeting expectationsAy or Auvery well developedAy categories.
Children became more enthusiastic, willingly participated in games and group activities, and demonstrated higher confidence in naming and writing letters.
Activities such as lettermatching games, arranging bottle caps with letters, and collaborative group exercises proved particularly effective in fostering engagement and retention (Amin & Sumendap, 2022.
Ibrahim, 2.
In cycle II, the upward trend continued, with 95.
1% of children showing mastery in alphabet recognition by the final meeting.
The number of children in the Aunot yet developedAy and AuemergingAy categories dropped to zero and one, respectively.
Class observations indicated that children were increasingly able to recognize, pronounce, and write letters, both individually and in groups.
They also displayed greater initiative in classroom discussions, asking questions, and helping peers with challenging tasks, reflecting the core principles of Improving Children's Learning Outcomes in Recognizing Letters of the Alphabet Using Active Student Learning for Group B Students Maulidah.
Muhammad Zulkarnaen.
Noor Baiti.
Muhammad Yusuf active learning (Hosnan, 2.
The progressive improvements across both cycles demonstrate the positive impact of SAL on early childhood learning outcomes, confirming findings from previous studies on active learning in alphabet instruction (Erma, 2022.
Dedi Setiyadi, 2.
The interactive and participatory nature of SAL aligns with contemporary theories of child development, which emphasize hands-on experiences, social interaction, and the integration of cognitive, affective, and psychomotor domains (Dimiyati & Mudjiono, 2009.
Djamarah & Zain, 2.
Furthermore, the use of diverse media and activities within the SAL framework addressed the childrenAos varying learning preferences and maintained high levels of interest throughout the intervention.
Teachers noted that the classroom atmosphere became more dynamic, collaborative, and joyful, leading to improved discipline, attention, and learning Despite these successes, the research also identified challenges, such as managing group dynamics, maintaining focus among all children, and adapting tasks for those who progressed at different rates.
These challenges underscore the importance of teacher flexibility, ongoing observation, and reflection in classroom action research (Arikunto, 2.
Certainly! Here is an additional expanded section for AuFindings and DiscussionAy that you can seamlessly connect below the previous section.
This text further deepens the critical analysis, compares with more literature, discusses classroom nuances, and explores implications for teaching practice fully referenced with your requested sources.
To further elaborate, the implementation of Student Active Learning (SAL) not only resulted in quantitative improvements but also brought about qualitative changes in classroom dynamics and student attitudes.
Throughout the cycles, teachers observed a marked shift from passive reception to active exploration.
Children who initially hesitated to participate gradually became more confident in expressing their ideas, asking questions, and even leading group exercises, exemplifying the core tenet of SALAiactive involvement (Amin & Sumendap, 2022.
Hosnan, 2.
The use of varied SAL strategiesAisuch as letter matching, arranging physical objects, and peer discussionsAicatered to diverse learning styles among Visual, kinesthetic, and auditory learners all found entry points for engagement.
For instance, some children excelled when using tactile materials like bottle caps and letter puzzles, while others thrived in verbal group games or storytelling activities.
This confirms the assertion by Ibrahim .
and Djamarah & Zain .
that differentiated instruction within active learning frameworks is essential to reach every learner effectively.
In addition, the collaborative group setting fostered social and emotional skills.
Children learned to listen, negotiate, and support peersAia benefit that extends beyond cognitive outcomes and supports holistic child development (Dimiyati & Mudjiono, 2009.
Hayati Rozana & Wula.
Teachers reported that, as students became more comfortable with SAL routines, classroom management improved, and disruptive behavior decreased.
The collaborative atmosphere contributed to a positive emotional climate, in line with the findings of Dedi Setiyadi .
, who noted increased student motivation and classroom unity under active learning models.
Comparing these results to prior studies, the findings reinforce the EDUJAVARE: International Journal of Educational Research conclusions of Mulyani & Wardani .
and Erma .
, which emphasized that SAL is an effective method for content mastery and attitudinal gains in both cognitive and affective The observed increase in masteryAifrom 42% to over 95%Aiexceeds the gains reported in some previous studies, possibly due to the tailored, context-specific application of SAL strategies and the commitment of both teachers and students throughout the research Another notable aspect was the role of formative assessment.
Continuous observation and immediate feedback allowed teachers to adjust instruction in real-time, address misconceptions, and celebrate small successes.
This iterative feedback loop is a hallmark of SAL and is strongly recommended for early childhood classrooms (Djamarah & Zain, 2010.
Arikunto, 2.
However, the findings also highlight remaining challenges.
Some students required more time and individualized attention to fully master letter recognition, especially those with limited prior exposure to print or those who were less confident at the outset.
This suggests that while SAL is broadly effective, ongoing differentiation and flexible pacing remain important for inclusive early childhood practice (Amin & Sumendap, 2022.
Dimiyati & Mudjiono, 2.
The study's implications are also relevant for teacher professional Implementing SAL requires specific skills in facilitation, formative assessment, and classroom management.
Ensuring that teachers have opportunities for ongoing training and reflective practice will be essential for sustaining and scaling the benefits observed in this research (Asrori & Rusman, 2020.
Hosnan, 2.
The findings of this study demonstrate that the implementation of Student Active Learning (SAL) significantly improved childrenAos learning outcomes in recognizing alphabet letters at ABA Sei Besar Kindergarten.
The improvement was not merely reflected in quantitative achievement scores, but also in qualitative changes in classroom participation, motivation, and social interaction among children.
The percentage of mastery increased progressively from 42% in the pre-action stage to 79.
1% in Cycle I and finally reached 95.
in Cycle II.
This indicates that SAL successfully transformed the learning process from passive reception into active engagement, allowing children to construct knowledge through direct experience, interaction, and exploration.
The findings strengthen constructivist learning theory, which argues that children learn more effectively when they are actively involved in meaningful activities rather than functioning merely as recipients of information.
In early childhood education, active participation is particularly important because children at this developmental stage rely heavily on sensory experiences, social interaction, and concrete learning media to build understanding (Hosnan, 2014.
Amin & Sumendap, 2.
The success of SAL in this research occurred because the learning activities were designed to match the developmental characteristics of early childhood learners.
Children in kindergarten generally possess short attention spans and require enjoyable, varied, and physically engaging learning experiences.
The use of games, letter cards, puzzles, bottle caps, collaborative discussions, and thematic activities stimulated multiple sensory modalities simultaneously, enabling children to recognize letters through visual, auditory, and Improving Children's Learning Outcomes in Recognizing Letters of the Alphabet Using Active Student Learning for Group B Students Maulidah.
Muhammad Zulkarnaen.
Noor Baiti.
Muhammad Yusuf kinesthetic channels.
This finding aligns with the theory proposed by Dimyati and Mudjiono .
, who emphasized that meaningful learning emerges when students are actively involved cognitively, emotionally, and physically in the learning process.
Through SAL, children were not only memorizing letters mechanically but were also associating letters with enjoyable experiences, peer collaboration, and contextual themes.
Such conditions likely enhanced memory retention and conceptual understanding because children processed information in a meaningful rather than rote manner.
The improvement in alphabet recognition also reflects the importance of motivation in early childhood literacy acquisition.
Before the intervention, classroom activities were predominantly teacher-centered, resulting in boredom and limited participation.
After SAL was implemented, children became more enthusiastic and confident in engaging with alphabet-learning tasks.
This confirms the argument of Djamarah and Zain .
that active learning strategies increase intrinsic motivation because learners experience autonomy, interaction, and success during classroom activities.
Motivation became a key explanatory factor behind the dramatic improvement observed in Cycle II.
Children who initially hesitated to participate gradually gained confidence because the SAL environment minimized fear of failure and encouraged peer support.
This phenomenon is consistent with socio-constructivist perspectives, particularly VygotskyAos view that learning develops through social interaction and collaborative engagement.
Peer interaction during group activities likely created scaffolding opportunities where children learned not only from teachers but also from The findings are also consistent with several previous studies that reported positive effects of active learning approaches on literacy development.
Erma .
found that SAL effectively improved childrenAos ability to recognize uppercase letters in kindergarten settings, while Dedi Setiyadi .
reported increased learning outcomes and student enthusiasm through SAL implementation in Islamic education.
Similar to those studies, the present research confirms that active participation, collaborative learning, and varied instructional media significantly enhance student engagement and achievement.
However, the current study produced a higher level of mastery improvement, reaching 95.
1%, which exceeds the gains reported in some previous studies.
One possible explanation for this difference is the contextual adaptation of SAL strategies to the specific needs of kindergarten learners.
The researcher incorporated thematic learning, manipulative materials, and repeated practice opportunities that were closely connected to childrenAos daily experiences.
This suggests that the effectiveness of SAL may depend not only on the method itself but also on how flexibly and contextually teachers implement it within classroom environments.
From a theoretical perspective, the findings reinforce active learning theory, which posits that knowledge acquisition becomes more effective when learners engage directly in constructing meaning through interaction and experience (Ibrahim, 2.
The results also support experiential learning theory, particularly the idea that children learn best through Aulearning by doing.
Ay The manipulative activities used in this study enabled children to interact EDUJAVARE: International Journal of Educational Research concretely with abstract symbols such as alphabet letters.
Early childhood learners often struggle with abstract concepts when instruction relies heavily on verbal explanation alone.
By incorporating hands-on and collaborative activities.
SAL bridged the gap between abstract literacy concepts and childrenAos concrete cognitive abilities.
This explains why children showed substantial progress in letter identification, pronunciation, and writing accuracy across both cycles.
Despite the positive outcomes, the study also revealed several challenges that are important to discuss critically.
Some children required more individualized guidance and progressed more slowly than others, indicating that differences in readiness, prior exposure to literacy, and learning pace remained influential factors.
This finding suggests that SAL is not automatically effective for every child unless teachers continuously adapt activities and provide differentiated support.
The need for teacher flexibility confirms the argument of Asrori and Rusman .
that classroom action research requires reflective teaching practices and ongoing instructional adjustments.
In addition, managing active classrooms demanded considerable teacher preparation, classroom management skills, and creativity in designing learning media.
Without adequate teacher competence.
SAL implementation could potentially become chaotic or less focused.
Therefore, the effectiveness of SAL is strongly dependent on teacher readiness, professional competence, and the availability of supportive learning Scientifically, the study contributes important implications for early childhood literacy First, it provides empirical evidence that active learning approaches are highly effective in improving alphabet recognition during the foundational literacy stage.
Second, it demonstrates that literacy learning in early childhood should prioritize participatory, playbased, and contextualized activities rather than relying solely on conventional teachercentered instruction.
Third, the findings highlight the importance of integrating cognitive and socio-emotional dimensions in literacy instruction, as meaningful interaction and emotional engagement significantly influence learning outcomes.
These implications are relevant not only for kindergarten teachers but also for curriculum developers and policymakers seeking to improve early childhood literacy achievement through child-centered pedagogical CONCLUSIONS The application of Student Active Learning (SAL) at ABA Sei Besar Kindergarten resulted in a substantial increase in childrenAos alphabet recognition skills.
The proportion of students reaching mastery rose from 42% before intervention to 95.
1% after two cycles of SALbased instruction.
The findings affirm that SAL provides an effective, interactive, and enjoyable framework for early childhood literacy development.
The study recommends wider adoption of SAL in early childhood education, along with continued teacher training in active learning methods and the development of diverse instructional resources.
Improving Children's Learning Outcomes in Recognizing Letters of the Alphabet Using Active Student Learning for Group B Students Maulidah.
Muhammad Zulkarnaen.
Noor Baiti.
Muhammad Yusuf
REFERENCES