STRATEGI LINGUISTIK BERBASIS BERMAIN DALAM KURIKULUM MERDEKA DI PAUD

ANNISA, AULIA (2025) STRATEGI LINGUISTIK BERBASIS BERMAIN DALAM KURIKULUM MERDEKA DI PAUD. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK. Pembelajaran bahasa di PAUD masih menghadapi tantangan, seperti metode yang monoton dan kurangnya media yang menarik, sehingga membatasi partisipasi aktif anak. Penelitian ini bertujuan untuk mengkaji efektivitas strategi linguistik terapan berbasis bermain dalam meningkatkan keterampilan berbahasa anak usia dini. Metode yang digunakan adalah deskriptif kualitatif dengan teknik pengumpulan data berupa observasi, wawancara, dan dokumentasi di RA Ismaria Al-Qur’aniyyah. Hasil menunjukkan bahwa permainan visual dan storytelling mendorong partisipasi, memperkaya kosakata, dan meningkatkan kepercayaan diri anak. Anak yang awalnya pasif menjadi aktif setelah guru menerapkan strategi seperti pertanyaan terbuka, motivasi personal, reward sederhana, dan giliran bicara. Permainan visual efektif mengenalkan topik baru, sedangkan storytelling lebih bermakna saat dikaitkan dengan pengalaman konkret. Guru menunjukkan fleksibilitas dalam menerapkan strategi berdiferensiasi sesuai karakteristik dan kebutuhan individu anak Penelitian menyimpulkan bahwa strategi bermain ini efektif dalam mengembangkan bahasa reseptif dan ekspresif anak, sejalan dengan prinsip Kurikulum Merdeka yang menekankan pembelajaran bermakna, fleksibel, 1 Murhum : Jurnal Pendidikan Anak Usia Dini, Vol. 6, No 1, Juli 2025 | dan partisipatif. Keterbatasan media masih menjadi tantangan yang perlu diatasi melalui inovasi yang kontekstual. Kata Kunci : Strategi Linguistik, Storytelling, Permainan Visual, Anak Usia Dini, Kurikulum Merdeka. ABSTRACT. Language learning in early childhood education still faces challenges, such as monotonous methods and a lack of engaging media, which limit children's active participation. This study aims to examine the effectiveness of play-based applied linguistic strategies in enhancing young children's language skills. A descriptive qualitative method was employed using observation, interviews, and documentation at RA Ismaria Al Qur’aniyyah. The findings show that visual games and storytelling encouraged participation, enriched vocabulary, and improved children’s confidence in speaking. Initially passive children became more active after teachers applied strategies such as open-ended questions, personal motivation, simple rewards, and fair turn-taking. Visual games were effective in introducing new topics, while storytelling became more meaningful when connected to real-life experiences. Teachers demonstrated flexibility in implementing differentiated strategies according to children’s individual needs. The study concludes that play-based strategies are effective in developing both receptive and expressive language skills, aligned with the Merdeka Curriculum principles of meaningful, flexible, and participatory learning. However, limited variety of media remains a challenge that needs to be addressed through more contextual and innovative learning activities. Keywords : Linguistic Strategies, Storytelling, Visual Games, Early Childhood, Merdeka Curricu

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