Proyek Buku Cerita Anak sebagai Media Literasi, Numerasi, dan Penanaman Karakter Mahasiswa PGSD

Abstrak

Literacy, numeracy, and character education represent three essential pillars of primary education that complement one another and serve as a foundation for 21st-century competencies. In teacher education, strengthening these aspects requires contextual, reflective, and practice-based learning experiences. This study aims to examine the implementation of project-based learning through the development of children’s storybooks by fourth-semester students of the Primary Teacher Education Program (PGSD) at Universitas Muhammadiyah Metro. The research focuses on analyzing students’ media development processes, the forms of integration between literacy, numeracy, and character values within the storybook products, and students’ reflections on their learning experiences. Employing a descriptive qualitative approach, data were collected through semi-structured interviews, documentation of student-created storybooks, and reflective narrative analysis. The findings indicate that students successfully designed contextual learning media aligned with children's developmental stages, integrating simple narrative structures, thematic vocabulary, and visual elements to enhance literacy; embedding mathematical concepts such as counting, measurement, and rhythm to foster numeracy; and incorporating values such as collaboration, responsibility, and empathy in accordance with the Pancasila Student Profile. Students’ reflections demonstrate increased creativity, pedagogical awareness, and understanding of curriculum integration. The study concludes that the development of children's storybooks serves as an effective pedagogical strategy to strengthen academic competence and professional character in prospective teachers, and contributes to the advancement of project-based learning models in elementary teacher education.