The Effect of the PALASTA Game on the Emergent Literacy Skills of Children Aged 4–5 Years in a Kindergarten in Purwakarta
DOI:
https://doi.org/10.31000/ceria.v15i3.16471Keywords:
Emergent Literacy, PALASTA Educational Game, Early Childhood Education, Classroom Action Research, Children Aged 4–5 YearsAbstract
Emergent literacy is an essential foundation for children's language development. However, some children aged 4–5 years at Al-Hikam Kindergarten in Purwakarta still experience difficulties distinguishing the shapes and orientations of letter symbols that share visual similarities. This classroom action research (CAR) employed the Kemmis and McTaggart model to improve children's emergent literacy skills through the implementation of PALASTA, a space-themed educational game. The study involved 10 children from Group A1. Data were collected through observations, tests, and documentation and subsequently analyzed using qualitative and quantitative descriptive techniques. The findings demonstrated improvements across all observed indicators of emergent literacy. The mean emergent literacy achievement increased from 45.63% in the pre-cycle stage to 68.75% in Cycle I. Based on the reflection conducted after Cycle I, the PALASTA game was refined in Cycle II by incorporating alphabet components directly onto the game board to provide children with visual guidance. Following these modifications, the mean emergent literacy achievement increased to 89.38%, exceeding the predetermined success criterion of 85%. The Normalized Gain (N-Gain) calculation yielded a score of 0.80, which falls within the high category. These findings indicate that implementing the PALASTA game improved the emergent literacy skills of children aged 4–5 years at Al-Hikam Kindergarten in Purwakarta. This study further demonstrates that refining educational media based on reflective evaluation can support emergent literacy learning processes that are more responsive to children's needs.
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