Article
The Effect of Using Movable Alphabeth on the Ability to Recognize Letters in 4-Year-Old Children
Jurnal Amal Pendidikan, Vol. 6 No. 3 (2025), hlm. 364–372
Abstrak
This study investigates the persistent challenges in early childhood education (ECE) institutions, primarily the reliance on teacher-centered learning methodologies that inhibit children's active participation in the educational process. The research aims to evaluate the impact of the Montessori Movable Alphabet on letter recognition skills among 4-year-old children. A quantitative approach was utilized, employing a quasi-experimental One-Group Pretest–Posttest design with 16 children selected through purposive sampling. Data on letter recognition abilities were gathered using observation sheets based on a Likert scale ranging from 1 to 5. Additionally, the implementation of learning activities utilizing the Movable Alphabet was assessed through structured observation instruments. Data analysis was conducted using a Paired Sample t-Test to examine the research hypothesis. The findings revealed a statistically significant enhancement in letter recognition skills following the intervention with a significance value of 0.000 (p < 0.05), indicating a marked difference between pre-test and post-test scores. Consequently, it is concluded that activities involving the Movable Alphabet substantially improve children's letter recognition and early literacy skills, thereby advocating for its incorporation as an alternative instructional strategy in ECE settings. Notably, this study adds to existing literature by demonstrating the efficacy of the Montessori Movable Alphabet specifically in the context of letter recognition in early childhood education.