The Impact of DKI Jakarta’s Mobile Library Services on the Reading Interest of 4–5-Year-Old Children at PAUD Ash-Sholihin, South Jakarta
DOI:
https://doi.org/10.31000/ceria.v14i3.15064Keywords:
Mobile Library, Reading Interest, Early Childhood, Emergent Literacy, Dialogic ReadingAbstract
This study aims to examine the impact of DKI Jakarta’s Mobile Library Services on the reading interest of 4–5-year-old children at PAUD Ash-Sholihin, South Jakarta. The topic was chosen because reading interest among early childhood learners is a crucial foundation for literacy development, and mobile libraries serve as an accessible medium to promote it. The research employed a qualitative descriptive method with data collected through observation, interviews, and documentation. The participants included 10 children aged 4–5 years, 3 teachers, and 1 mobile library staff member selected purposively from a total of 110 students. The study was conducted over four consecutive monthly visits by the Jakarta Library and Archives Office (Perpusip DKI Jakarta). Data were analyzed using the Miles and Huberman interactive model, encompassing data reduction, display, and conclusion drawing. The findings revealed that children showed increasing enthusiasm for reading activities, improved focus during storytelling sessions, and greater initiative in choosing and discussing books. Teachers observed that children became more expressive and communicative after each mobile library visit. The study concludes that mobile library programs effectively cultivate early reading motivation and literacy engagement, serving as an innovative model for equitable and enjoyable early childhood literacy development.
Downloads
References
Brown, C. S. (2014). Language and literacy development in the early years: Foundational skills that support emergent readers. Language and Literacy Spectrum, 24, 35-49. https://eric.ed.gov/?id=EJ1034914
Georgiou, G. K., Inoue, T., & Parrila, R. (2021). Developmental relations between home literacy environment, reading interest, and reading skills: Evidence from a 3â€year longitudinal study. Child development, 92(5), 2053-2068. https://doi.org/10.1111/cdev.13589
Kennedy, C., & McLoughlin, A. (2023). Developing the emergent literacy skills of English language learners through dialogic reading: A systematic review. Early Childhood Education Journal, 51(2), 317-332. https://doi.org/10.1007/s10643-021-01291-1
Naidoo, J. C. (2014). Diversity programming for digital youth: Promoting cultural competence in the children's library. Bloomsbury Publishing USA.
Nasrullah, R., Laksono, K., Prayogi, A., Parmin, P., & Inayatillah, F. (2024). Establishing Literacy Foundations: Policies and Interventions for Indonesia's Future Excellence. Jurnal Kependidikan, 10(3), 1219-1230. https://doi.org/10.33394/jk.v10i3.11011
Creswell, J. W., & Poth, C. N. (2018). Qualitative Inquiry and Research Design: Choosing Among Five Approaches (4th ed.). Sage Publications.
Flick, U. (2018). An Introduction to Qualitative Research (6th ed.). Sage.
Fitriani, S., & Nurjanah, R. (2020). Early literacy development in Indonesian preschools: A qualitative approach. Journal of Early Childhood Research, 18(4), 357–370.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2019). Qualitative Data Analysis: A Methods Sourcebook (4th ed.). Sage Publications.
Quintanilla, J. (2025). Family Engagement and a Rich Home Literacy Environment: The shaping of literacy and language development in early childhood children. Community Engagement Student Work. 140. https://scholarworks.merrimack.edu/soe_student_ce/140
Kholid, M. F. N., Mkaromah, M., & Indrasari, N. (2025). An Analysis of Teachers’ Difficulties Teaching Reading to Young Learners. JEIT (Journal of Educational Innovations and Technologies), 1(1), 54-63. https://doi.org/10.63324/jeit.1.1.2025.37
Tracy, S. J. (2020). Qualitative Research Methods: Collecting Evidence, Crafting Analysis, Communicating Impact (2nd ed.). Wiley-Blackwell.
Downloads
Additional Files
Published
Issue
Section
License
Authors who publish with Ceria: Jurnal Pendidikan Anak Usia Dini agree to the following terms: Authors retain copyright and grant the Ceria: Jurnal Pendidikan Anak Usia Dini right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material) the work for any purpose, even commercially with an acknowledgement of the work's authorship and initial publication in Ceria: Jurnal Pendidikan Anak Usia Dini. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Ceria: Jurnal Pendidikan Anak Usia Dini. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
