Developing a SAS-Based Digital Literacy Book Guided by Diagnostic Assessment to Enhance Early Childhood Literacy

Authors

DOI:

https://doi.org/10.31000/ceria.v15i3.16622

Keywords:

Early Literacy, Diagnostic Assessment, Structural Analytic Synthetic (SAS) Method, Differentiated Instruction, Digital Literacy Book

Abstract

This study aimed to improve children's cognitive ability to match quantities with numerical symbols through the implementation of Problem-Based Learning (PBL) and Direct Instruction (DI) supported by Number Plate media. The study employed classroom action research based on the Kemmis and McTaggart model, conducted over four meetings from April 13 to 16, 2026. The participants were 12 children in Group B at Kenanga Kindergarten Banjarmasin, consisting of eight boys and four girls. Data were collected through observation, documentation, interviews, and cognitive development assessments and analyzed using qualitative and quantitative descriptive methods. PBL encouraged children to solve simple numerical problems, while DI provided structured guidance and demonstrations supported by concrete learning media. The findings revealed improvements in teacher activity from 61% to 98%, children's activity from 59% to 83%, and cognitive development achievement from 33% to 92%. By the fourth meeting, children's activity and cognitive development had exceeded the predetermined classical success criterion of 80%. These findings suggest that integrating PBL and DI with Number Plate media can support children's cognitive development, particularly their ability to associate quantities with numerical symbols.

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Published

2026-10-10

Issue

Vol. 15 No. 3 (2026): (In Progress) Ceria Jurnal Pendidikan Anak Usia Dini

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Articles

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