Penerapan Metode Demontrasi Menulis Untuk Mengurangi Kesalahan Arah Penulisan Pada Anak Kelompok A di PAUD

Abstract

This study aims to analyze the effectiveness of the writing demonstration method in reducing directional writing errors (e.g., reverse writing or right-to-left writing) in Group A children in Early Childhood Education (PAUD/Preschool). Directional writing errors are a common issue that can impede children's early literacy development, often stemming from a lack of understanding of basic writing concepts and immature visual-motor skills. The research employs a Classroom Action Research (CAR) methodology, involving cycles of planning, implementation, observation, and reflection. The subjects of the study are 15 Group A children. Data was collected through observation, pre- and post-intervention writing practice tests (pre-test and post-test), and documentation. The findings indicate a significant improvement in writing direction accuracy after the systematic and gradual implementation of the demonstration method, which focused on the correct writing procedure, starting point, and stroke order. In conclusion, the writing demonstration method is effective as a pedagogical intervention to address and minimize directional writing errors in early childhood, thereby supporting a stronger foundation for writing skills