Kesadaran Fonologis Anak Usia 4–5 Tahun: Efektivitas Metode CBIFonik Berbasis Balanced Literacy
DOI:
https://doi.org/10.31004/aulad.v9i3.1628Keywords:
Kesadaran Fonologis, Anak usia 4-5 tahun, CBIFonik, Balanced LiteracyAbstract
Stimulasi kesadaran fonologis di lembaga PAUD sering kali masih dilakukan secara terpisah dari kegiatan literasi yang bermakna dan menyenangkan. Kedaaan ini menjadi hambatan saat anak berproses dalam membaca permulaan. Penelitian ini bertujuan untuk menganalisis efektivitas pengaruh penerapan metode CBIFonik berbasis balanced literacy terhadap kesadaran fonologis anak usia 4–5 tahun. Penelitian ini menggunakan pendekatan kuantitatif dengan desain one group pretest-posttest yang melibatkan 15 anak kelompok A di TKIT Permata Kota Mojokerto. Data dikumpulkan melalui observasi pretest dan posttest menggunakan instrumen kesadaran fonologis yang telah diuji validitas dan reliabilitasnya. Data dianalisis menggunakan paired sample t-test. Hasil penelitian menunjukkan adanya peningkatan nilai rata-rata kesadaran fonologis anak, dari 13,67 pada saat pretest menjadi 21,20 pada saat posttest. Hasil uji paired sample t-test memperoleh nilai signifikansi sebesar 0,001, yaitu kurang dari 0,05, sehingga terdapat perbedaan yang signifikan antara sebelum dan sesudah perlakuan. Metode CBIFonik berbasis balanced literacy terbukti efektif dalam menstimulasi kesadaran fonologis anak usia 4–5 tahun melalui kegiatan literasi yang menyenangkan, bermakna, dan terintegrasi, seperti menyimak cerita, bernyanyi, mengenali kata, serta mengidentifikasi bunyi bahasa.
Downloads
References
Alfian, N., Rahmawati, I. Y., & Kristiana, D. (2022). Implementasi model pembelajaran cerdas berbahasa Indonesia fonik (CBI fonik) dalam menstimulus kemampuan menyimak anak usia dini. Jurnal Paedagogy, 9(4), 772–781. https://doi.org/10.33394/jp.v9i4.5480
Anggraini, D. R. (2022). Keaksaraan awal pada anak usia dini: Tinjauan dari sudut pandang orang tua dan pendidik. As-Sibyan: Jurnal Pendidikan Anak Usia Dini, 7(2), 221–234. https://doi.org/10.32678/as-sibyan.v7i2.6687
Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F. (2021). Words their way: Word study for phonics, vocabulary, and spelling instruction (7th ed.). Pearson Education.
Bernhardt, B., & Stoel-Gammon, C. (1994). Nonlinear phonology: Introduction and clinical application. Journal of Speech, Language, and Hearing Research, 37(1), 123–143. https://doi.org/10.1044/jshr.3701.123
Bestari, I. U., & Wulandari, P. Y. (2023). Efektifitas Jolly Phonics dan permainan kartu huruf untuk fonologis pada anak TK. Edusaintek: Jurnal Pendidikan, Sains dan Teknologi, 10(3), 816–829. https://doi.org/10.47668/edusaintek.v10i3.846
Damianou, K. (2016). Investigating the efficacy of a balanced model of phonics and whole language approach for the development of young learners’ early reading skills in English. Journal of Early Childhood Literacy, 7(1), 127–146. https://doi.org/10.1017/cbo9781316442791.004
Desiani, N., Kasman, N., Jumiati, & Yusmah. (2025). Analisis perkembangan fonologi anak usia dini dengan metode bercerita. Prosiding Kongres Internasional Bahasa Indonesia (KIMLI), 383–397. https://doi.org/10.51817/kimli.v2025i1.412
Durodola, S. D., Gonzalez, J. E., Simmons, D. C., & Simmons, L. E. (2015). Accelerating language skills and content knowledge through shared book reading. Brookes Publishing Co. https://doi.org/10.1075/ps.6.3.03gos
Engel-Wood, T. (2023). Uses of phonics-based and whole language/balanced literacy tools in teaching reading: How does the evidence support student success in the classroom? Canadian Journal for New Scholars in Education, 14(3), 67–75. https://doi.org/10.4324/9781003348245-15
Gillon, G. T. (2018a). Phonological awareness: From research to practice (2nd ed.). The Guilford Press. https://doi.org/10.1007/springerreference_180394
Gillon, G. T. (2018b). Phonological awareness: Second edition from research to practice. Second Language Research, 34(2), 265–268. https://doi.org/10.1177/0267658317703682
Goldsworthy, C. L. (2012). Sourcebook of phonological awareness activities (A. R. Souza, Ed.; 2nd ed.). Delmar, Cengage Learning. https://doi.org/10.4324/9780203115558-36
Gurdon, M. C. (2019). The enchanted hour: The miraculous power of reading aloud in the age of distraction. Algonquin Books.
Hapidin, H., Pujianti, Y., Dhieni, N., & Utami, A. D. (2025). From play to learning: Designing a transition model to early childhood school readiness. Aulad: Journal on Early Childhood, 8(3), 1236–1245. https://doi.org/10.31004/aulad.v8i3.1311
Hassan, A., Mohamed, H., Hassan, A. S., Al-qaryouti, I., Al-hashimi, A., & Al-kalbani, Z. (2021). The development of phonological awareness among preschoolers. Early Child Development and Care, 191(10), 1601–1612. https://doi.org/10.1080/03004430.2019.1607320
Kartika, S. D., Rahmi, S., & Wibowo, N. A. (2025). Pemanfaatan permainan edukatif digital untuk meningkatkan kemampuan fonologis anak usia dini. Jurnal Pendidikan Bahasa Dan Anak Usia Dini (JUPENBAUD), 1(2), 31–37. https://doi.org/10.61132/jupenbaud.v1i2.48
Latifah, R. E., & Mohd Basir, J. (2025). Contextual vocabulary learning and early reading achievement in preschool: A focus on read-aloud strategies. Aulad: Journal on Early Childhood, 8(3), 1361–1369. https://doi.org/10.31004/aulad.v8i3.1418
Lestari, A. R. E. (2018). Kesadaran fonologi pada anak usia 3 tahun. Jurnal Pendidikan Bahasa Dan Sastra Indonesia, 12(1), 59–66. https://doi.org/10.25134/fjpbsi.v12i1.1521
Mamdouh, A., & Barakat, M. (2024). The neural mechanism underlying the effect of musical training on phonological awareness. Psycholinguistics, 36(1), 42–69. https://doi.org/10.31470/2309-1797-2024-36-1-42-69
Medeiros, A. C. D., Santos, M. F. P., Varela, F. V. C., Rocha, T. A. D. L., Messias, B. L. C., & Azoni, C. A. S. (2020). Bilingualism in the development of phonological awareness skills: An integrative literature review. Revista CEFAC, 22(4), e0320. https://doi.org/10.1590/1982-0216/20202240320
Mursalina, N., & Mawaddah, S. (2025). Pembelajaran bahasa Arab Melayu sebagai fondasi literasi dini pada anak usia dini. Bayt Al-Hikmah, 1(1), 258–268. https://doi.org/10.54065/BaytAl-Hikmah.407
Mutmainnah, M., Ilyas, S. N., & Musi, M. A. (2025). Implementasi metode pembelajaran cerdas berbahasa Indonesia fonik (CBI fonik) dalam menstimulus kemampuan menyimak. Caksana: Jurnal Pendidikan Anak Usia Dini, 8(2), 1649–1655. https://doi.org/10.31326/jcpaud.v8i2.2443
Otoya, F. A. F., Rivas, M. R., & Echeverry, X. H. (2022). A qualitative systematic literature review on phonological awareness in preschoolers supported by information and communication technologies. Education Sciences, 12(6), 382. https://doi.org/10.3390/educsci12060382
Putri, W. D., Nasirun, M., & Suprapti, A. (2017). Metode cerdas berbahasa Indonesia fonik dalam pelaksanaan pembelajaran pengembangan bahasa. Jurnal Ilmiah Potensia, 2(2), 131–138. https://doi.org/10.33369/jip.2.2.131-138
Salamah, U., Agustin, M., & Faizah, N. (2018). Penggunaan metode cerdas berbahasa Indonesia fonik (CBI fonik) untuk melatih kemampuan membaca permulaan anak. Edukids: Jurnal Pertumbuhan, Perkembangan, dan Pendidikan Anak Usia Dini, 15(1), 1–8. https://doi.org/10.17509/edukid.v15i1.20149
Sugiyono. (2017). Metode penelitian kuantitatif, kualitatif, dan R&D. Alfabeta.
Sujarwanto, S., & Yuliati, Y. (2016). Pembelajaran literasi berbasis pendekatan balanced literacy di sekolah reguler dan inklusif. Pedagogia: Jurnal Pendidikan, 4(1), 15–24. https://doi.org/10.25273/pe.v4i01.309
Sumarti, S. (2017). Pengembangan bahasa Indonesia tentang kesadaran fonemik (phonemic awareness) pada anak usia dini 4-5 tahun. Deiksis, 9(2), 222–231. https://doi.org/10.30998/deiksis.v9i02.1253
Suortti, O., & Lipponen, L. (2016). Phonological awareness and emerging reading skills of two- to five-year-old children. Early Child Development and Care, 186(11), 1703–1721. https://doi.org/10.1080/03004430.2015.1126832
Thahir, S. M. (2019). Modul CBI fonik model pengembangan bahasa Indonesia anak usia 4-8 tahun level fonik dasar. Pustaka Hati Educenter. https://doi.org/10.21070/2019/978-623-7578-09-3
Thahir, S. M. (2020). Penerapan modul CBI fonik model pengembangan bahasa Indonesia anak usia 4-8 tahun level prafonik. Pustaka Hati Educenter.
Thahir, S. M. (2024). Modul CBI fonik level terampil. Pustaka Hati Educenter.
Walker, R. M. (2002). Accelerating literacy: A handbook to assist educators in creating balanced literacy instruction (3rd ed.). Library of Congress.
Yuliantina, I., Anggriani, F., Anggraeni, Maisura, R., Sumule, I. W., & Narpaduhita, P. D. (2025). Capaian pembelajaran fase fondasi pada kurikulum PAUD. Jurnal Mutiara Pendidikan, 7(4), 105–115. https://doi.org/10.29303/jm.v7i4.10653
Yuliawan, T., Shomary, S., Mukhlis, M., Roziah, R., Hermaliza, H., Kamarudin, K., & Wahyuni, A. (2025). Kemampuan fonologis anak usia dini melalui kegiatan bermain berbasis bahasa di TK YLPI Riau. SAJAK: Jurnal Sastra, Bahasa, dan Pengajarannya, 4(2), 161–166. https://doi.org/10.25299/s.v4i2.22874
Zhou, T., Djonov, E., & Chik, A. (2025). Shared reading of picturebooks for supporting preschool children’s multilingual learning: A scoping review. International Journal of Educational Research, 133, 102716. https://doi.org/10.1016/j.ijer.2025.102716
Zoubi, S. Al, & Abunawas, M. (2025). Contemporary trends in phonological awareness studies: A review of selected articles. Forum for Linguistic Studies, 7(4), 85–96. https://doi.org/10.30564/fls.v7i4.9058
Downloads
Published
How to Cite
Issue
Section
Categories
License
Copyright (c) 2026 Nurul Hidajati, Kartika Rinakit Adhe, Suharti Suharti, Nurul Istiqfaroh, Syed Lamsah Syed Chear
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the works authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journals 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 this journal.
- 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).
