PENDEKATAN REGGIO EMILIA UNTUK MENINGKATKAN PERKEMBANGAN BAHASA, FISIK, DAN LITERASI ANAK USIA DINI
Abstract
Early childhood (ages three to six) is a critical stage in development where foundational skills are formed and influenced by the environment. This study examines differences in children's communication and language, physical, and literacy development before and after learning through the Reggio Emilia approach. Using a one-group pretest-posttest design, 12 students participated in 12 sessions over four weeks (April–May 2025). Data were analyzed using paired t-tests and Wilcoxon tests. Results showed significant improvements, with mean N-Gain scores of 0.67 (communication and language), 0.65 (physical), and 0.71 (literacy). These findings suggest that the Reggio Emilia approach positively supports early childhood development. By creating an environment rich in learning experiences and providing opportunities for children to explore, teachers can support the holistic development of children, both in literacy, physical development, and communication skills.
Masa kanak-kanak awal (usia 3–6 tahun) merupakan tahap krusial dalam perkembangan, saat keterampilan dasar mulai terbentuk dan dipengaruhi oleh lingkungan. Penelitian ini mengkaji perbedaan perkembangan anak dalam aspek komunikasi dan bahasa, fisik, serta literasi sebelum dan sesudah mengikuti pembelajaran dengan pendekatan Reggio Emilia. Dengan desain pretest-posttest satu kelompok, 12 siswa mengikuti 12 sesi selama empat minggu (April–Mei 2025). Data dianalisis menggunakan uji t berpasangan dan uji Wilcoxon. Hasil menunjukkan peningkatan signifikan, dengan skor rata-rata N-Gain 0,67 (komunikasi dan bahasa), 0,65 (fisik), dan 0,71 (literasi). Temuan ini menunjukkan bahwa pendekatan Reggio Emilia berdampak positif terhadap perkembangan anak usia dini. Dengan menciptakan ruang yang kaya akan pengalaman belajar dan memberikan kesempatan bagi anak untuk bereksplorasi, guru dapat mendukung perkembangan anak secara holistik, baik dalam literasi, fisik, maupun keterampilan komunikasi.
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DOI: https://doi.org/10.17509/e.v25i1.89202
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