Teachers' Scaffolding Strategies in Implementing Interactive Pop-Up Books to Enhance Emergent Literacy in Children Aged 5-6 Years

Abstract

This study aims to analyze teachers' scaffolding strategies in implementing pop-up books as a medium for developing emergent literacy skills among children aged 5–6 years at PAUD Al-Husna, Cimarga District, Lebak Regency. This research used a descriptive qualitative approach with 16 participants consisting of the school principal, two classroom teachers, and 13 children aged 5–6 years, conducted over a period of six months. Data were collected through observation, semi-structured interviews, and documentation, and were analyzed using the interactive Miles, Huberman, and Saldaña model, which includes data reduction, data display, and conclusion drawing. The findings show that teachers applied five main strategies: lesson planning, interactive storytelling, questioning, retelling, and reinforcement and evaluation. After one semester of implementation, all observed literacy indicators improved from the fair/poor category to the good/very good category; specifically, 80% of children were able to name the main character, 75% could explain the story sequence in a simple way, and 70% could convey the story's moral message during retelling activities. These findings confirm that pop-up books are effective as a literacy learning medium when supported by well-planned, interactive teaching strategies aligned with the developmental characteristics of early childhood learners. This study offers practical implications for ECE teachers to integrate interactive, media-based scaffolding strategies into literacy instruction, and serves as a reference for curriculum developers and policymakers in designing teacher-competency programs and providing adequate literacy media in ECE institutions.