MONTESSORI-BASED DIGITAL INSTRUCTION AND EARLY PRE-READING DEVELOPMENT: A QUASI-EXPERIMENTAL STUDY

Abstract

Research on the effectiveness of Montessori-based digital teaching in improving early pre-reading skills in preschoolers. Research on quasi-experimental comparative design was conducted in two early childhood education institutions in Indonesia. The experimental group of 13 children received learning using Montessori-based digital, while the control group of 13 children received conventional learning. Early pre-reading skills were assessed using a validated observational instrument consisting of ten indicators assessed on a four-point scale (maximum score = 40). Data were analyzed using descriptive statistics, Shapiro-Wilk normality test, Levene homogeneity test, paired sample t-test, and independent sample t-test. The results showed that all data were distributed normally and homogeneously (p > 0.05). The control group showed a significant improvement from pretest to posttest (M = 20.54 to 25; p < 0.05), while the experimental group showed a greater improvement (M = 22.08 to 36; p < 0.001). Post-test comparisons revealed statistically significant differences between the group (p < 0.001) and moderate effect sizes (Cohen's d = 0.45), suggesting meaningful practical significance. These findings suggest that Montessori-based digital teaching is an effective and educationally relevant approach to improving early pre-reading skills among preschoolers

Keywords: Montessori Learning, Digital Instruction, Early Pre-Reading Skills, Preschool Education, Quasi-Experimental Studies