IMPROVED ABILITY SCIENCE OF CHILDREN RECOGNITION

0
78
Adi Suprayitno
The purpose of this research is to improve the ability of children science through the introduction of the natural environment

IMPROVED ABILITY SCIENCE OF CHILDREN RECOGNITION BY NATURAL ENVIRONMENT WOMEN IN THE DHARMA TK SARINGEMBAT SINGGAHAN TUBAN

 

By:

 

 Drs. Adi Suprayitno, M.Pd

SMA Negeri 6 Madiun

 

Abstract
The ability of children in kindergarten science Dharma Wanita Saringembat Singgahan still low Tuban is evident from the lack of a child’s ability to experiment on the introduction of the natural environment. The purpose of this research is to improve the ability of children science through the introduction of the natural environment. This research is a classroom action research is a study conducted by teachers in the classroom to enhance the learning process better, and using a mix of qualitative and quantitative, using research subjects kindergartner Dharma Wanita Saringembat Singgahan Tuban especially group B with the number of 16 children.

Keywords: Science; The introduction of Natural Environment; Early childhood

 

Preliminary
Education Kindergarten (TK) aims to help students develop a range of both psychological and physical potentials which include moral and religious values, social, emotional, self-reliance, cognitive, language, physical motor skills, as well as art to be ready to enter elementary school education. Suyanto (2005) suggested science education at this time has been growing rapidly and one of them is to discuss early childhood education for children aged 0-6 years. Kids this age is considered to have different characteristics with children aged above so that education for early childhood is deemed necessary devoted “ECD is growing rapidly and got tremendous attention, especially in the developed countries for developing human resources is easier to do from an early age , Kindergarten education is a formal educational institution for children before entering into further education. This institution is considered important to develop children’s potential optimally. Childhood is the children who are in need of educational efforts to achieve optimization of all aspects of the development of both physical and psychological development including the development of intellectual, language, motor and emotional sosiol. Psychologically, the child develops a holistic or comprehensive, meaning that there is a strong link between the developmental aspects of the one with the other aspects. Kindergarten and Raudlatul Afhtal, Early Childhood education is a development effort directed at early childhood education is done by giving a stimulus to help the growth and development of the physical and spiritual. Through these efforts, the child is expected to have the readiness to enter further education.
The scope of the kindergarten curriculum and Raudlatul Afhtal include the development of habituation and the development of basic capabilities, namely language, cognitive, physical / motor and the arts. In the field of development of basic cognitive abilities aims to develop the ability to think. By developing the ability to think, the child is expected to learn the acquisition process and find an assortment of alternative solutions. One of the learning outcomes to be achieved is the child can recognize the various concepts of science in everyday life. For that we need a method of learning that can support the achievement of standards of competence in the curriculum of kindergarten and Raudlatul Afhtal. Science learning for kindergarten students in an effort to foster the ability to think really requires the participation of educators both parents, teachers, and other adults. But in reality, there are still many obstacles that must be faced, especially in embedding learning outcomes of the introduction of scientific concepts.
According to Ali et al, (2005) the word science comes from the Latin “scientia” which means “Knowledge” (science). Science is the science that can be tested (the actual observations) truth and developed by applying the specific rules based on the truth / reality guided solely so that the knowledge that may be trusted by the experiment in theory. Learning and knowledge surrounding the proof or a general truth of the laws of nature that occur for example obtained and proven through scientific methods.
According to Amien in Nugraha (2005) defines science as a field of natural science with the scope of both matter and energy contained in living things and nonliving more, discussing the natural (Natural / Science) such as physics, chemistry, and biology).
While Holton, et al in Nugraha (2005) defines science as a row of concepts and conceptual schemes that relate to one another that grows as a result of a series of experiments and observations as well as can be observed and tested further.
Based on observations of TK Dharma Wanita Saringembat Singgahan Tuban. Learning to approach science process skills are still low, especially in children’s learning processes and outcomes. The method used by the teacher in science learning is less precise. Tools and instructional media for science activities are lacking. Teachers also feel difficulty in preparing the learning scenarios for learning about the concept of science more interesting for children. Because the world’s children are playing then the learning can be done through play activities while learning or learning while playing.
The introduction of the natural environment is an activity that is carried out with or without using a tool that generates the sense or provide information, give pleasure as well as develop the imagination in children. Through the introduction of the natural environment children are invited to explore, discover and utilize objects close to him, so that learning becomes more meaningful. In addition, learn to play to give opportunities for children to manipulate, repeating, find themselves, practice and get a variety of concepts and understanding the innumerable. Thus, the introduction of learning science can be given to children through the introduction of the natural environment.
Based on the above, the purpose of this research is to improve the ability of children science through the introduction of the natural environment in TK Dharma Wanita Saringembat Singgahan Tuban.

 

Research methods

This research is a class act (Class action research) by using a qualitative approach. This is in accordance with the opinion of Arikunto (2008: 3) that the class action research is a scrutiny of the learning activities in the form of a deliberate action raised and occur within a class together. Classroom action research is a learning process in which teachers collaborate with colleagues in action learning and evaluate the implementation of learning, trying new strategies, noting what they do during the research in a format that can be understood by other teachers. The main characteristics in the classroom action research is both cycles, intention is action research is bound by several cycles. Each cycle consists of planning, implementation, observation, and reflection. Classroom action research conducted on the class B TK Dharma Wanita Saringembat Singgahan Tuban in the school year 2014/2015 the number of children 16 people consisting of 9 women and 7 men. The procedure of the research will be done in cyclical which began with the first cycle, if the first cycle is not successful it can be done with the second cycle. The second cycle is determined from the results of the first cycle consisting of planning activities action, action, observation and reflection. The design cycle in this study were taking the design of Sanjaya (2010) components are as follows:

  1. The existence of planning (Planning), ie, activities that are set before starting the action.
  2. The action itself (Action), the treatment carried out by researchers in accordance with the plan that is prepared in advance.
  3. Observation (Observation), the activities carried out by observers to gather information about the actions conducted by researchers including the effects caused by the treatment of teachers.
  4. Reflection (Reflection), the activities carried out to assess and leads in accordance with the results of observation, mainly to see the weaknesses that need to be repaired.

Data collected researchers themselves directly into the field to get a certain amount of data required. The data collection techniques used are as follows. (1) Observation Techniques, the data obtained by direct observation of the child, for example by a question and answer and the conversation between the teacher and the child. In addition, the data obtained through the earnestness of children in observing the growth and development of rice paddy as observed early planting to grow. (2) Technical Documentation, data collected in the form of sheets of photographs taken during the learning process takes place. Photos in the form of children’s activities do pengamati observing the growth and development of rice paddy. (3) Mechanical interviews, data from the interviews that have been conducted in the field.
Data obtained during the learning process will be analyzed in percentage using the formula proposed by Hariyadi (2009: 24), namely:

Information :

P = number presentation

F = frequency of students’ grades

N = the number of children in one class

           F

P =           X 100 %

N

 

 

Result
In the first cycle of the first meeting can be seen in Table 1 in the first aspect of all children’s ability to grow rice in the rice fields, a very high percentage amounted to 7 with 43.75%, high child of 5 people with a percentage of 31.25%, and low child amounting to 4 people with a percentage of 25%. For all aspects of children’s ability to name two changes in the rice paddy, a very high amount to 6 people with a percentage of 37.5%, high child amounted to 6 people with a percentage of 37.5%, and children who are low, amounting to 4 people with a percentage of 25%. For all three aspects of the child’s ability to tell what is observed what happens to the exploratory nature (paddy), a very high percentage amounted to 7 with 43.75%, high child amounting to 4 people with a percentage of 25%, and children who are low of 5 people with a percentage of 31.25%. At the second meeting as follows: on aspects of all first children’s ability to grow rice in the rice fields, which are very high, amounting to 8 people with a percentage of 50%, high child amounting to 4 people with a percentage of 25%, and children who are low, amounting to 4 people with a percentage 25%. For all aspects of children’s ability to name two changes in the rice paddy, a very high amount to 6 people with a percentage of 37.5%, high child of 5 people with a percentage of 31.25%, and lower child of 5 people with a percentage of 31.25%. For all three aspects of the child’s ability to tell what is observed what happens to the exploratory nature (paddy), a very high percentage amounted to 7 with 43.75%, high child of 5 people with a percentage of 31.25%, and children low amounts to 4 people with a percentage of 25%.
At the third meeting as follows: on one aspect of all children’s ability to grow rice in the rice fields, a very high percentage of 10 people with 62.5%, high child amounted to 3 people with a percentage of 18.75%, and the children are low numbered 3 people with a percentage of 18.75%. For all aspects of children’s ability to name two changes in the rice paddy, a very high percentage amounted to 7 with 43.75%, high child of 5 people with a percentage of 31.25%, and children who are low, amounting to 4 people with a percentage of 25%. For all three aspects of the child’s ability to tell what is observed what happens to the exploratory nature (paddy), a very high percentage amounted to 9 with 56.25%, high child amounting to 4 people with a percentage of 25%, and children who are low totaling 3 with a percentage of 18.75%. Based on the research findings of the second cycle can be seen in Table 2 at the first meeting to the 1st aspect of children’s ability to grow rice in the rice fields, a very high percentage of 10 people with 62.5%, high child amounting to 4 people with a percentage of 25%, and low child amounted to 2 people with a percentage of 12.5%. For the aspects of the 2nd children’s ability to name the changes that occur in the rice paddy, which is very high, amounting to 8 people with a percentage of 75%, high child amounting to 4 people with a percentage of 25%, and children who are low, amounting to 4 people with a percentage of 25% , For all three aspects of the child’s ability to tell what is observed what happens to the exploratory nature (paddy), a very high percentage of 10 people with 62.5%, high child amounted to 2 people with a percentage of 12.5%, and children low amounts to 4 people with a percentage of 25%. The second meeting obtained by percentage as follows: in the first aspect of all children’s ability to grow rice in the rice fields, a very high amount to 12 people with a percentage of 75%, high child amounted to 2 people with a percentage of 12.5%, and children who are low numbered 2 people with a percentage of 12.5%. For all aspects of children’s ability to name two changes in the rice paddy, a very high percentage amounted to 9 with 56.25%, high child amounting to 4 people with a percentage of 25%, and lower child with percentages totaling 3 18.75%. For all three aspects of the child’s ability to tell what is observed what happens to the exploratory nature (paddy), a very high total of 11 people with a percentage of 62.5%, high child amounted to 2 people with a percentage of 12.5%, and children low amounts to 3 people with a percentage of 18.75%. The third meeting was obtained by percentage as follows: in the first aspect of all children’s ability to grow rice in the rice fields, a very high amount to 14 people with a percentage of 87.5%, high child numbered 1 person with a percentage of 6.25%, and children who are low numbered 1 person with a percentage of 6.25%. For all aspects of children’s ability to name two changes in the rice paddy, a very high amount to 13 people with a percentage of 81.25%, high child amounted to 2 people with a percentage of 12.25%, and children who are low numbered 1 person with a percentage of 6.25%. For all three aspects of the child’s ability to tell what is observed what happens to the exploratory nature (paddy), a very high amount to 14 people with a percentage of 87.5%, high child numbered 1 person with a percentage of 6.25%, and the child low amounts to one person with a percentage of 6.25%. Based on the results of the second cycle can be concluded that the second cycle of increased scientific capabilities of children through the introduction of the natural environment at every meeting has been completed and reached the minimum completeness criteria (KKM). From the above it can be seen an increase in the ability of science children in the second cycle consisting of three meetings. Based on the recapitulation of the above abilities of children science through the introduction of the natural environment, namely the fields on the second cycle of children the average value is very high at 52.08% the first meeting, the second meeting of 66.67%, 845.41% and the third meeting. Furthermore, the average value of children high on the first meeting of 20.83%, in the second meeting of 16.67%, and 8.34% at the third meeting. The average value of children that are low on the first meeting of 20.83%, 16.67% the second meeting, and at the third meeting to 6.25%.

 

Discussion
In the first cycle after the introduction of child activities of the natural environment has been no significant improvement to the child. Visible still lack the scientific cognition of children in each implementing activities such activities sow the seeds, and planting of rice. The researchers continue the activities of children in the second cycle by doing the same activities are activities that the introduction of the natural environment fields. This activity is carried out in three meetings with activities that are more varied. After conducting the second cycle looks occurrence of a significant increase in the ability of science to the child that the child can mention changes in the rice paddy, the Son of trying to measure the long stalks of rice, and the child can tell you what happens to the observed and nature exploration. So an increased ability of children science through the introduction of the natural environment in TK Dharma Wanita Saringembat Singgahan Tuban. Differences in the first cycle and the second cycle lies in the implementation of its activities, namely in the first cycle of nature exploration, namely the fields taught by teacher still not good. While on the second cycle teachers have done a new strategy in the activities of the introduction of the natural environment, so that the results achieved by children very well. Based on the results achieved in the first cycle of activities, there are several things to note researchers in both positive and negative, as a consequence of the application of the natural environment, namely the introduction of rice fields. Some of the negative records that have not been achieved in the first cycle improvements have been made in the second cycle. Thus an increase better. Review of aspects of children’s ability to grow rice in paddy seen average values ​​before treatment 0%, the first cycle of 62.5%, and increased in the second cycle of 87.5%. This is supported by the opinion of Conscience (2005: 12.3) include: 1) Observe the changes taking place around them, like a night and day change, change a solid into a liquid. 2) Perform a simple experiment, such as fruit seeds planted will grow, gas-filled balloon will fly when removed. 3) Conducting compare, estimate, classify and communicate about something as a result of an observation that has been done. 4) Enhancing creativity and keinovasian, specialized in the field of natural science, so students will be able to solve its problems. Thus, the introduction of the natural environment can enhance the ability of science children in planting paddy. Aspects of children’s ability to name the changes that occur in paddy seen average values ​​before treatment to 12.5%, the first cycle of 43.75%, and the increase in cycle II 81.25%. This is supported by the opinion of Conscience (2005: 12.3) include: 1) Observe the changes taking place around them, like a night and day change, change a solid into a liquid. 2) Perform a simple experiment, such as fruit seeds planted will grow, gas-filled balloon will fly when removed. 3) Conducting compare, estimate, classify and communicate about something as a result of an observation that has been done. 4) Enhancing creativity and keinovasian, specialized in the field of natural science, so students will be able to solve its problems. Thus, the exploration of natural science can improve a child can mention changes in the paddy.
Aspects of children’s ability to tell what is observed what happens to the exploratory nature (paddy) seen average values ​​before treatment to 12.5%, the first cycle of 56.25%, and increased in the second cycle of 87.5%. This is according to the National Education Ministry, (2005: 23) in the activities of developing a cognitive competence that is essentially the child is able to understand simple science concepts, solve simple problems in everyday life, while learning outcomes of children can understand simple science concepts. Thus, the exploration of nature can improve children’s science in telling what is observed what happens to the exploratory nature (paddy).
Based on the three aspects that have been studied and see what percentage of each aspect of the occurrence of a significant increase. It can be concluded that through the exploration of nature (like rice can improve gross motor skills of children.

 

Conclusions and suggestions

Based on the results of research and discussion that has been outlined in Chapter previous, then in accordance with the purpose of research can be concluded as follows: (1) Implementation of the learning activities increase the ability of science through the exploration of TK Dharma Wanita Saringembat Singgahan Tuban, which has been carried out proved to improve the ability science in children, it can be seen from the results obtained in cycle I and II, which is constantly increasing. (2) The results obtained in the implementation of learning activities increase the ability of science through the exploration of nature in the initial conditions at 8.33%, in the first cycle increased to 54.16%. Science capabilities of children in the second cycle increased to 85.41%. (3) Attention to the learning abilities of children in the implementation of science through the exploration of nature can manifest intelligence of thought powerless to produce a product or to resolve an issue in its own way, and to develop creativity can improve creative thinking ability of children. Based on the conclusion there are some suggestions that want researchers describe as follows: (1) To be more creative teachers in designing learning activities presented in the form of activities that can improve children’s ability to think creatively. (2) To stimulate children’s creativity in science learning, the teacher should create a classroom atmosphere that is active, creative, effective and fun.

 

 

 

DAFTAR PUSTAKA

Anggani, Sudono.1995. Sumber Belajar dan Alat Permainan. Jakarta: PT Grasindo

Arikunto, Suharsimi. 2004. Prosedur Penelitian. Jakarta: PT Rineka Cipta.

Depdiknas. 2005. Standar Isi Kurikulum Tingkat Satuan Pendidikan (KTSP). Jakarta: Departemen Pendidikan Nasional.

Hariyadi, Moh. 2009. Statistik Pendidikan. Jakarta: PT. Prestasi Pustaka Raya.

Sanjaya, Wina. 2010. Penelitian Tindakan Kelas. Jakarta: Prenada Media Group.

Suyanto, Slamet. 2005. Pembelajaran Untuk anak TK. Jakarta: Depdiknas.

Undang-undang Republik Indonesia Tentang Sistem Pendidikan Nasioanl Nomor 20 Tahun 2003

Views All Time
Views All Time
187
Views Today
Views Today
1

LEAVE A REPLY