IMPLEMENTASI METODE MONTESSORI DALAM MENSTIMULASI KEMAMPUAN MEMBACA PERMULAAN ANAK USIA DINI DI LOVELY BEE MONTESSORI SCHOOL MALANG
Abstract
ABSTRACT
The aims of this study were to analyze and describe (1) Montessori learning planning to stimulate early reading skills at Lovely Bee Montessori School Malang, (2) the application of the Montessori method to stimulate early childhood reading skills at Lovely Bee Montessori School Malang, and (3) evaluation of Montessori learning in stimulating early childhood reading skills at Lovely Bee Montessori School Malang. This study uses a qualitative method with a case study approach. The data collection technique used was observations, documentation, and interviews with school principal, teacher, and the Curriculum Department team. Data analysis is done by reducing data, presenting data, and drawing conclusions. Checking the validity of the data used a technical triangulation technique. The results showed that: (1) planning for Montessori learning at Lovely Bee Montessori School Malang consisted of annual planning in the form of a Montessori syllabus and Spider Web, monthly planning in the form of Lesson Plans, and daily planning in the form of Daily Lessons; (2) the application of the Montessori method in stimulating early childhood reading skills at Lovely Bee Montessori School Malang is carried out progressively and gradually through the Pink Series, Green Series, and Blue Series. The learning characteristics are using a phonics approach, prepared environment, and learning to write before reading; (3) Montessori learning evaluation consists of daily evaluations with observations and reading tests accumulated in Weekly Progress, weekly evaluations with presentations, and semester evaluations accumulated in Montessori Progress Reports.
Keywords: Early Reading, Montessori Method, Early Childhood
ABSTRAK
Tujuan penelitian ini adalah untuk menganalisis dan mendeskripsikan (1) perencanaan pembelajaran Montessori dalam menstimulasi kemampuan membaca permulaan di Lovely Bee Montessori School Malang, (2) penerapan metode Montessori dalam menstimulasi kemampuan membaca permulaan anak usia dini di Lovely Bee Montessori School Malang, dan (3) evaluasi pembelajaran Montessori dalam menstimulasi kemampuan membaca permulaan anak usia dini di Lovely Bee Montessori School Malang. Penelitian ini menggunakan metode kualitatif dengan pendekatan studi kasus. Teknik pengumpulan data yang digunakan adalah wawancara dengan kepala sekolah, guru kelas, dan tim Curriculum Department, kemudian melakukan observasi serta dokumentasi. Analisis data dilakukan dengan mereduksi data, memaparkan data, dan menarik kesimpulan. Pemeriksaan keabsahan data digunakan triangulasi teknik. Hasil penelitian menunjukkan bahwa: (1) perencanaan pembelajaran Montessori di Lovely Bee Montessori School Malang terdiri dari perencanaan tahunan berupa silabus dan Spider Web Montessori, perencanaan bulanan berupa Lesson Plan, dan perencanaan harian berupa Daily Lesson; (2) penerapan metode Montessori dalam menstimulasi kemampuan membaca permulaan anak usia dini di Lovely Bee Montessori School Malang dilaksanakan secara progresif dan bertahap melalui Pink Series, Green Series, dan Blue Series. Adapun karakteristik pembelajarannya adalah menggunakan pendekatan fonik (phonics approach), lingkungan dan bahan ajar yang dipersiapkan (prepared environment), dan belajar menulis sebelum membaca (writing before reading); (3) evaluasi pembelajaran Montessori terdiri dari evaluasi harian dengan observasi dan tes membaca yang diakumulasi dalam Weekly Progress, evaluasi mingguan dengan presentasi, dan evaluasi semester yang diakumulasi dalam Montessori Progress Report.
Kata Kunci: Membaca Permulaan, Metode Montessori, Anak Usia Dini
Downloads
References
Ackerman, D. J. (2019). The Montessori Preschool Landscape in the United States: History, Programmatic Inputs, Availability, and Effects. ETS Research Report Series, 2019(1), 1–20. https://doi.org/10.1002/ets2.12252
Aghajani, F., & Salehi, H. (2020). Effects of Montessori Teaching Method on Writing Ability of Iranian Male and Female EFL Learners. Journal of Practical Studies in Education, 2(1). https://doi.org/https://doi.org/10.46809/jpse.v2i1.17
Aranas, S. A. (2016). Filling the Gap: Phonological Awareness Activities for a Montessori Kindergarten [St. Catherine University]. https://sophia.stkate.edu/maed/156/
Arifa, D. (2017). Peningkatan Keterampilan Membaca Cerpen dengan Metode P2R. Media Nusa Creative.
Brewer, A. J. (2007). Introduction to Early Children Education Preschool trough Prymary Grades. Allin And Bacon.
Brewer, J. A. (2007). Introduction Early Childhood Education Preschool Through Primary Grades (Sixth Edit). Allynan Bacon.
Buldur, A., & İclal, G. (2021). The Effect of Montessori Education on the Development of Phonological Awareness and Print Awareness. Research in Pedagogy, 11(1), 264–277. https://doi.org/10.5937/istrped2101264b
Cascella, M. (2015). Maria montessori (1870-1952). women’s emancipation, pedagogy and extra verbal communication. Revista Medica de Chile, 143(5), 658–662. https://doi.org/10.4067/S0034-98872015000500014
Coulson, A. J. (2017). Market Education: The Unknown History. Taylor and Francis.
Courtier, P., Gardes, M. L., Van der Henst, J. B., Noveck, I. A., Croset, M. C., Epinat-Duclos, J., Léone, J., & Prado, J. (2021). Effects of Montessori Education on the Academic, Cognitive, and Social Development of Disadvantaged Preschoolers: A Randomized Controlled Study in the French Public-School System. Child Development, 92(5), 2069–2088. https://doi.org/10.1111/cdev.13575
Cunningham, D. D. (2010). Relating Preschool Quality to Children’s Literacy Development. Early Childhood Education Journal, 37(6), 501–507. https://doi.org/10.1007/s10643-009-0370-8
Desta, M. A. (2020). An Investigation into Teachers Practices of Teaching Early Reading and Practical problems in Its Implementation. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 5(1), 97. https://doi.org/10.21093/ijeltal.v5i1.608
Dolong, H. M. J. (2016). Sudut Pandang Perencanaan dalam Pengembangan Pembelajaran. Jurnal Inspiratif Pendidikan, 5(1). https://doi.org/https://doi.org/10.24252/ip.v5i1.3213
Foschi, R. (2008). Science and Culture Around The Montessori’s First “Children’s House” in Rome (1907-1915). J Hist Behav Sci, 44(3), 238–257.
Franc, V., & Subotic, S. (2015). Differences in Phonological Awareness of Five-Year-Olds from Montessori and Regular Program Preschool Institution. The Faculty of Teacher Education University of Zagreb Conference - Researching Paradigms of Childhood and Education.
Gentaz, E., & Richard, S. (2022). The Behavioral Effects of Montessori Pedagogy on Children’s Psychological Development and School Learning. Children, 9(2), 1–11. https://doi.org/10.3390/children9020133
Herman, Saleh, S., & Islami, N. M. (2017). Penerapan Media Aplikasi Education Games Berbasis Budaya Lokal Untuk Meningkatkan Kemampuan Membaca Permulaan Pada Anak di Taman Kanak-Kanak. Seminar Nasional LP2M UNM, 2(1), 481–486.
Hewi, L., & Shaleh, M. (2020). Refleksi Hasil PISA (The Programme For International Student Assesment): Upaya Perbaikan Bertumpu Pada Pendidikan Anak Usia Dini). Jurnal Golden Age, 4(01), 30–41. https://doi.org/10.29408/jga.v4i01.2018
Isaacs, B. (2015). Bringing the Montessori Approach to your Early Years Practice (Third Edit). Routledge.
Isaacs, B. (2018). Understanding the Montessori Approach: Early Years Education in Practice. Taylor and Francis.
Julita, D. (2021). Islamic Montessori Curriculum Reconstruction. Indonesian Journal of Islamic Early Childhood Education, 6(1).
Kemendikbudristek. (2022). Rapor Pendidikan Publik 2022. Pusat Asesmen Pendidikan. https://pusmendik.kemdikbud.go.id/profil_pendidikan/profil-wilayah.php
Kementerian Pendidikan Nasional. (2014). Permendikbud No 146 Tahun 2014. 8(33), 37. http://paud.kemdikbud.go.id/wp-content/uploads/2016/04/Permendikbud-146-Tahun-2014.pdf
Kristiyani, C. (2018). Materials And (Language) Learning Environment Based On Montessori Concepts. Language and Language Teaching Journal, 21(1).
Lawrence, L. (1998). Montessori Read & Write: A Parent’s Guide to Literacy for Children. Ebury Press.
Lillard, A. S. (2012). Preschool children’s development in classic Montessori, supplemented Montessori, and conventional programs. Journal of School Psychology, 50(3), 379–401. https://doi.org/10.1016/j.jsp.2012.01.001
Lillard, A. S. (2016). Montessori: The Science Behind the Genius. Oxford University.
Marshall, C. (2017). Montessori Education: A Review of the Evidence Base. Science of Learning, 2(11).
MMI. (2019, August). Teaching Your Children to Read the Montessori Way. MMI Connect.
Montessori Helper. (2014). How Your Child Can Learn to Read and Write Before the Age of 6 Using the Montessori Method. Montessori Helper.
Montessori, M. (1949). The Absorbent Mind. 302.
Montessori, M. (1967). The Discovery of the Child. Random Hpuse Publishing House.
Montessori Teacher Education Center. (2020). Sensitive Periods Chart. MTEC. https://www.montessoritrainingusa.com/sites/default/files/content/courses/field_file/2020-10/Sensitive Periods Chart.pdf
Musbikin, I. (2021). Penguatan Karakter Gemar Membaca, Integritas dan Rasa Ingin Tahu. Nusa Media.
Ningsih, I. hariyanti, Winarni, R., & Roemintoyo. (2019). The Importance of Early Reading Learning in the Face of 21th Century Education. Al-Asasiyya: Journal Basic of Education, 3(2).
Ningsih, S., Wiyono, B. B., & Atmoko, A. (2021). Implementasi Model Pembelajaran Montessori Dalam Membentuk Karakter Disiplin Anak Usia Dini. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 6(2).
Noormala, Y., Masnipal, & Hakim, A. (2021). Implementasi Pembelajaran Montessori untuk Perkembangan Kemandirian Anak Usia Dini pada Masa Pandemi COVID-19 di TK Bandung. Prosiding Pendidikan Guru PAUD, 7(1).
Permanasari, A. (2016). STEM Education: Inovasi dalam Pembelajaran Sains. Prosiding Seminar Nasional Pendidikan Sains (SNPS) 2016, 23–34.
Permatasari, D. (2021). Manajemen Pendidikan Kurikulum Metode Montessori di Taman Kanak-Kanak Kinderfield Simprug Jakarta Barat. Institut Agama Bunga Bangsa Cirebon.
Pramesti, F. (2018). Analisis Faktor-Faktor Penghambat Membaca Permulaan pada Siswa Kelas 1 SD. Jurnal Ilmiah Sekolah Dasar, 2(3), 283. https://doi.org/10.23887/jisd.v2i3.16144
Prasetyo, A. R. (2020). Early Childhood Physical, Cognitive, Socio-Emotional Development. Golden Age: Jurnal Pendidikan Anak Usia Dini, 4(2), 67–75. https://doi.org/10.29313/ga:jpaud.v4i2.6049
Roberts, T. A., & Sadler, C. D. (2018). Letter Sound Characters and Imaginary Narratives: Can They Enhance Motivation and Letter Sound Learning? Early Childhood Research Quartetly, 46(1).
Rokhmawati, Mahmawati, D., & Yuswandari, K. D. (2023). Perencanaan Pembelajaran (Meningkatkan Mutu Pendidik). Joedu: Journal of Basic Education, 2(1). https://ejournal.stitmiftahulmidad.ac.id/index.php/joedu
Ryan, T. (2015). The Importance of Writing Before Reading: How Montessori Materials and Curriculum Support This Learning Process [University of Wisconsin]. https://minds.wisconsin.edu/bitstream/handle/1793/74007/TahzeemRyan.pdf
Samsonova, O., & Jr, H. H. (2019). Montessori Approach to Overcome ESL Educational Drawbacks. Proceedings of the 5th International Colloquium on Languages.
Schmidt, M., & Schmidt, D. (2009). Understanding Montessori: A Guide for Parents. Dog Ear Publishing.
Shampo, M., & Kyle, R. (1976). Maria Montessori (1870-1952). JAMA, 235(8), 815.
Suleman, D., Hanafi, Y. R., & Rahmat, A. (2021). Meningkatkan Kemampuan Siswa Membaca Permulaan Melalui Metode Scramble Di Kelas II SDN 3 Tibawa Kabupaten Gorontalo. Aksara: Jurnal Ilmu Pendidikan Nonformal, 7(2), 713. https://doi.org/10.37905/aksara.7.2.713-726.2021
Suryaman, M., Wahyuna, Y. T., Nopita, I., Junet, F. S., Hastuti, S. P., & Nursetia, S. I. (2019). Pink Series Approach in Teaching English Vocabulary. The 1st Proceedings of National Seminar on English Language Teaching at UNSIKA.
Susanto, A. (2011). Perkembangan Ana Usia Dini: pengantar dalam Berbagai Aspeknya. Kencana Prenadamedia Group.
Tamara, R. (2022). Filosofi Montessori. Bentang Pustaka.
Torgerson, C., Brooks, G., Gascoine, L., & Higgins, S. (2019). Phonics: Reading Policy and the Evidence of Effectiveness From A Systematic ‘Tertiary’ Review. Research Papers in Education, 34(2).
Widiyanti, R., Rasyid, Y., & Darmahusni. (2018). The Use of English Introduction Language in Learning in Montessori Preschool Indonesia. International Journal of Language Education and Cultural Review, 4(2). https://doi.org/doi.org/10.21009/IJLECR.042.21
Windiastuti, E. (2020). Pengembangan Kurikulum Islamic Montessori Curriculum (Studi Kasus Implementasi Kurikulum Montessori di TK Budi Mulia Dua Seturan) [Universitas Negeri Yogyakarta]. https://eprints.uny.ac.id/69525/1/01. fulltext - Endah Windiastuti endahwindiastuti.2018.pdf
Zoll, S., Feinberg, N., & Saylor, L. (2023). Powerful Literacy in the Montessori Classroom: Aligning Reading Research and Practice. Teachers College Press.
