Project report
BIG BOOK LITERASI NUANSA LINGKUNGAN (BILING) SEBAGAI MEDIA PENGENALAN LINGKUNGAN DI KB AL HIDAYAH PEMALANG
Ifrohatun Ifrohatun, Swantyka Ilham Prahesti ·
Summary
Written by AI, not yet AICS's view · claude-sonnet-5-5This report describes how a large-format picture book called BiLiNG was designed and used at an early childhood playgroup (KB Al Hidayah) in Pemalang, Indonesia. The book uses real photographs of the children's surroundings, simple text, bright illustrations and questions for children to answer. Teachers used it through shared reading, guided questions and discussion. The authors report that children paid more attention, were more enthusiastic, took part more and spoke more, and became better at naming and telling apart objects in their environment.
Key points
- The book was developed in four stages: planning, content and visual structuring, physical assembly, and classroom use.
- BiLiNG uses real photographs of the local environment, simple text, vivid illustrations and interactive questions.
- It was used through shared reading, question-and-answer and guided discussion.
- Children's visual attention, enthusiasm, communicative participation and verbal responsiveness improved during lessons.
- Children became better at identifying, categorising and naming environmental objects shown in the book.
Limitations
The abstract does not describe how many children took part, how outcomes were measured, or whether there was any baseline or comparison group, so the claimed effects cannot be verified. It covers one playgroup and does not show whether gains lasted or apply elsewhere.
Abstract
Introducing the environment and cultivating emergent literacy represent crucial foundational aspects of early childhood education. However, practical environmental instruction in classrooms continues to require concrete, contextual, and developmentally appropriate learning media. This performance-based development aims to design the Big Book of Environmental Literacy (BiLiNG) as an instructional medium to introduce environmental concepts while stimulating emergent literacy among young learners at KB Al Hidayah Pemalang. The media development was conducted through four procedural stages: planning, content and visual structuring, physical assembly, and instructional implementation. BiLiNG was engineered as a large-format book incorporating real-world environmental photographs familiar to children, simple narrative texts, vibrant illustrations, and interactive inquiry prompts. The classroom implementation was conducted through shared reading sessions, guided questioning, and structured dialogues. The implementation results demonstrate that utilizing the BiLiNG media effectively enhanced children's visual attention, learning enthusiasm, communicative participation, and verbal responsiveness during the learning process. The children exhibited greater proficiency in identifying, categorizing, and naming various environmental components displayed in the book. These findings confirm that the BiLiNG media serves as a simple, contextual, and relevant alternative instructional medium to foster early environmental awareness and emergent literacy skills in early childhood education. ABSTRAK Pengenalan lingkungan dan pengembangan literasi awal merupakan aspek esensial dalam pembelajaran anak usia dini. Namun, pelaksanaan pembelajaran pengenalan lingkungan di lapangan masih membutuhkan media konkret yang kontekstual, menarik, dan selaras dengan tahapan perkembangan anak. Karya kinerja ini bertujuan untuk mengembangkan media Big Book Literasi Nuansa Lingkungan (BiLiNG) sebagai sarana pembelajaran guna mengenalkan lingkungan sekaligus menstimulasi literasi awal anak usia dini di KB Al Hidayah Pemalang. Pengembangan media dilakukan melalui empat tahapan prosedural, yaitu perencanaan, penyusunan isi dan ilustrasi, pembuatan media fisik, serta penerapan dalam proses pembelajaran. Media BiLiNG dirancang dalam bentuk buku berukuran besar dengan memanfaatkan dokumentasi foto lingkungan nyata di sekitar anak, teks bersahaja, ilustrasi visual yang kontras, serta stimulus pertanyaan interaktif. Implementasi media diterapkan melalui kegiatan membaca bersama (shared reading), tanya jawab, dan diskusi terarah. Hasil penerapan membuktikan bahwa penggunaan media BiLiNG efektif meningkatkan atensi visual, antusiasme, partisipasi komunikatif, serta respons verbal anak selama proses pembelajaran berlangsung. Anak menjadi lebih mudah mengenali, membedakan, dan menyebutkan beragam objek lingkungan yang disajikan dalam media. Temuan ini menegaskan bahwa media BiLiNG dapat menjadi alternatif sarana instruksional yang sederhana, kontekstual, dan relevan untuk menumbuhkan kepedulian lingkungan serta literasi awal sejak usia dini.
Findings the Hub has extracted
Each claim below is labelled by its type of design and links back to this report.
- Intervention
- A large-format book (BiLiNG) with real local photographs, simple text, illustrations and question prompts, used in shared reading, guided questioning and discussion.
- Population
- Young children at KB Al Hidayah playgroup, Pemalang, Indonesia (number and ages not stated).
Key finding
Reported improvement in children's visual attention and learning enthusiasm.
Ifrohatun et al. · OpenAlex - Early Childhood · 8 Oct 2026