A 2026 study by Anggi Angriani Malapis and Nurjania S.
Latuli from Universitas Muhammadiyah Luwuk shows that mentoring early childhood
teachers in developing play- and literacy-based Daily Learning Plans (RPPH)
significantly improves learning quality at TK PGRI Mutiara Tatakalai. The
findings are important as structured lesson planning plays a key role in
building children’s foundational skills from an early age.
In practice, many early childhood teachers still face
challenges in designing lesson plans that are both engaging and effective in
developing core skills. Prior to the mentoring program, several RPPH focused
mainly on recreational activities without fully integrating literacy and
critical thinking elements. This limited the overall learning experience for
students.
To address this issue, the researchers applied a qualitative
approach using direct classroom observation, in-depth interviews, and analysis
of lesson plan documents. The mentoring program was conducted in stages through
coaching, hands-on practice, and collaborative evaluation and reflection with
teachers.
Teachers were guided to integrate play-based activities with
literacy development, including letter recognition through games, interactive
storytelling, picture reading, and simple writing tasks adapted to children’s
abilities.
The results show significant improvements in both teaching
and learning:
- Teachers developed more structured, flexible, and creative lesson plans
- Learning activities became more interactive and developmentally appropriate
- Students showed higher engagement, enthusiasm, and participation
- Basic literacy skills, including early reading and writing, improved
Data presented in the table on page 10 also indicate clear
progress, including more consistent student attendance, increased reading
activity, and improved confidence and concentration after the mentoring
program.
Observations on page 7 further reveal that children began to
take initiative in reading, storytelling, and participating without direct
instruction, reflecting the growth of intrinsic motivation.
Anggi Angriani Malapis from Universitas Muhammadiyah Luwuk
emphasizes that integrating play and literacy creates more meaningful and
child-centered learning experiences. She notes that this approach not only
improves academic skills but also strengthens creativity, communication, and
self-confidence in early childhood learners.
The impact extends beyond the classroom. Children started
practicing literacy activities at home, such as reading and storytelling with
family members, indicating the development of a sustainable learning culture.
For teachers, the mentoring program enhanced professionalism
and reflective practice. Teachers became more confident, creative, and capable
of adapting teaching methods to meet individual student needs.
In the long term, this mentoring model offers a practical
strategy for improving early childhood education across institutions. The
integration of play and literacy proves effective in creating active, engaging,
and holistic learning experiences.
Author Profile
- Anggi Angriani Malapis - Universitas Muhammadiyah Luwuk
- Nurjania S. Latuli - Universitas Muhammadiyah Luwuk
Source
Malapis, A. A., & Latuli, N. S. (2026). Assistance of Early Childhood
Education Teachers in Preparing Play-Based and Literacy-Based RPPH at Mutiara
Tatakalai Kindergarten. Jurnal Pengabdian Masyarakat Bestari (JPMB), Vol. 5
No. 3, 257–268.
DOI: https://doi.org/10.55927/jpmb.v5i3.11
URL: https://journaljpmb.my.id/index.php/jpmb
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