Pembelajaran STEM berbasis Loose Parts untuk Meningkatkan Kreativitas Anak Usia Dini
DOI:
https://doi.org/10.33061/jai.v5i1.3672Keywords:
Creativity, STEM, Loose Parts, Early ChildhoodAbstract
The purpose of this study is to describe the process and learning outcomes through STEM based on loose parts that can improve the creativity of children in group B Kindergarten Aisyiyah Sumber III Surakarta in 2019. The subjects of this study were 20 children. The research method used in this study is Classroom Action Research by Kemmis and Mc. Taggart which includes four stages, namely planning, action, observation, and reflection. This study consisted of 2 cycles, each cycle consisting of 4 meetings. The data analysis technique used in this study is qualitative and quantitative data analysis. Qualitative data analysis by analyzing data from observations, documentations, and interviews during the study with the steps of data reduction, data display and data verification. Quantitative data analysis uses descriptive statistical analysis that compares results obtained from pre-intervention, first cycle and second cycle. The results of this study indicate an increase in early childhood creativity through STEM learning based on loose parts, it can be proved completeness of pre-intervention creativity by 20%. Then it increased in the first cycle by 55% and the second cycle by 90%.
Â
ABSTRAK
Tujuan penelitian ini untuk mendeskripsikan proses dan hasil pembelajaran melalui STEM berbasis loose parts yang dapat meningkatkan kreativitas anak kelompok B TK Aisyiyah Sumber III Surakarta Tahun 2019. Subjek penelitian ini berjumlah 20 anak. Metode penelitian yang digunakan dalam penelitian ini adalah Penelitian Tindakan Kelas model Kemmis dan Mc. Taggart yang meliputi empat tahap yaitu perencanaan, tindakan, pengamatan, dan refleksi. Penelitian ini terdiri dari 2 siklus, masing-masing siklus terdiri dari 4 kali pertemuan. Teknik analisis data yang digunakan dalam penelitian ini adalah analisis data kualitatif dan kuantitatif. Analisis data kualitatif dengan cara menganalisis data dari hasil observasi, dokumentasi, dan wawancara selama penelitian dengan langkah-langkah reduksi data, display data dan verifikasi data. Analisis data kuantitatif menggunakan analisis statistik deskriptif yaitu membandingkan hasil yang diperoleh dari pra-intervensi, siklus pertama dan siklus kedua. Hasil penelitian ini menunjukkan adanya peningkatan kreativitas anak usia dini melalui pembelajaran STEM berbasis loose parts, dapat dibuktikan ketuntasan kreativitas pra-intervensi sebesar 20%. Kemudian mengalami peningkatan pada siklus I sebesar 55% dan siklus II sebesar 90%.
Downloads
References
B.Gonzales, H., & J.Kuenzi, J. (2012). CRS Report for Congress Specialist in Education Policy. Science, Technology, Engineering, and Mathematics (STEM) Education: A Primer, 34.
Campbell, C., Speldewinde, C., Howitt, C., & MacDonald, A. (2018). STEM Practice in the Early Years. Creative Education, 09(01), 11–25. https://doi.org/10.4236/ce.2018.91002
GENÇER, A. A., & AVCI, N. (2017). The Treasure in Nature! Loose Part Theory. Current Trends in Educational Sciences, 9.Ata Aktürk, A., Demircan, H. özlen, Şenyurt, E., & Çetin, M. (2017). Turkish early childhood education curriculum from the perspective of STEM education: A document analysis. Journal of Turkish Science Education, 14(4), 16–34. https://doi.org/10.12973/tused.10210a
Eliason, C., Jenkins, L. (2008). A Practical Guide to Early Childhood. Columbus, Ohio: Merril Prentice Hall.
Gencer, A. A., & Gonen, M. (2015). Examination of The Effects of Reggio Emilia Based Projects on Preschool Children’s Creative Thinking Skills. Procedia - Social and Behavioral Sciences, 186(312), 456–460. https://doi.org/10.1016/j.sbspro.2015.04.120
Gull, C., Bogunovich, J., Goldstein, S. L, & Rosengarten, T. (2019). Definitions of loose parts in ealry childhood outdoor classrooms a Scoping Review. The International Journal of Early Childhood Environmental Education, 6 (3), p. 37.
Isbell, R, T., Raines, S, C. (2007). Creativity and the Arts with Young Children Second Edition. Canada: Delmar Cengange Learning.
Jackman, H.L. (2009). Early Education Curriculum A Child’s Connection to the World Fourth Edition. USA: WADSWORTH CENGAGE Learning.
Kiewra, C., & Vaselack, E. (2016). Playing with nature: Supporting preschoolers’ creativityin natural outdoor classrooms. International Journal of Early Childhood Environmental Education, 41 (1), 70-95.
Krogh, S.L & Slentz, K.L. (2008). The Early Childhood Curriculum. . New Jersey: Lawrence Erlbaum Associates, Inc.
Mills, G. E. (2003). Action Research: A Guide for The Teacher Researcher. USA: Pearson Education.
Munandar, U. (2016). Pengembangan Kreativitas Anak Berbakat. Jakarta: Rineka Cipta.
Nurjanah, N.E & Wahyuseptiana, Y.I. (2018). THE APLICATION OF PLAYING BASED ON REGGIO EMILIA’S APPROACH TO STIMULATE EARLY CHILDHOOD CREATIVITY. 1st National Seminar on Elementary Education (SNPD 2018). 1 (1), pp. 555-561. Surakarta: SHEs: Conference Series.
Reagan, M. (2016). STEM-Infusing the Elementary Classroom. California: Corwin, a Sage Publishing Company.
Sutton, M. J. ((2011)). In The Hand And Mind: The Ä°ntersection of Loose Parts And Imagination in Evocative Settings For Young Children. Children Youth and Environments, 408-424.
Tippett, C. D., & Milford, T. M. (2017). Findings from a Pre-kindergarten Classroom: Making the Case for STEM in Early Childhood Education. International Journal of Science and Mathematics Education, 15, 67–86. https://doi.org/10.1007/s10763-017-9812-8
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors can separately make additional contractual arrangements for non-exclusive distribution published by the journal (e.g., publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are allowed and encouraged to send their work via online (e.g., in the institutional repositories or their website) after published by the journal.
