Development of Instructional Materials Using Marungko Approach for Kindergarteners
DOI:
https://doi.org/10.5281/zenodo.21337677Keywords:
instructional materials, kindergarten, Marungko Approach, phonemic awareness, reading materialsAbstract
Background: Early literacy is a foundational competency in kindergarten; however, teachers often lack developmentally appropriate materials aligned with the Marungko Approach. Objective: This study developed and validated instructional materials using the Marungko Approach for kindergarten learners. Methods: A developmental research design was used, adapting the Analysis, Design, and Development phases of the ADDIE model. Participants included kindergarten pupils identified as struggling beginning readers and kindergarten teachers purposively selected based on teaching experience and graduate education. Data were gathered through needs assessment, observations, interviews, survey questionnaires, and expert validation. Results: The needs assessment showed difficulties in letter recognition, sound production, phonemic awareness, and blending. The developed materials integrated tracing, sound production, songs, manipulatives, images, and blending tasks. Expert validation showed very high content validity (0.95) and very high design validity (0.96), indicating that the materials were clear, relevant, age-appropriate, visually engaging, and suitable for kindergarten reading instruction. Conclusion: The developed instructional materials provide a structured, engaging, and practical resource for strengthening beginning reading skills among kindergarten learners using the Marungko Approach.
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