PENINGKATAN PENGENALAN KONSEP SAINS SEDERHANA MELALUI EKSPERIMEN GUNUNG MELETUS PADA ANAK PAUD
DOI:
https://doi.org/10.38048/jcmp.v4i3.7200Keywords:
Anak Usia Dini, Eksperimen Gunung Meletus, Konsep Sains, Penelitian Tindakan KelasAbstract
Pembelajaran sains di PAUD masih sering bersifat verbal sehingga konsep sebab-akibat dan terbentuknya gas sulit dipahami anak. Penelitian ini bertujuan meningkatkan kemampuan mengenal konsep sains sederhana melalui eksperimen gunung meletus pada anak Kelompok B PAUD Terpadu Citra Bakti. Penelitian menggunakan Penelitian Tindakan Kelas model Kemmis dan McTaggart dalam dua siklus yang meliputi perencanaan, tindakan, observasi, dan refleksi. Subjek penelitian berjumlah 16 anak usia 5–6 tahun. Data dikumpulkan melalui observasi, dokumentasi, catatan lapangan, dan wawancara, kemudian dianalisis secara deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan ketuntasan meningkat dari 25% pada Siklus I menjadi 81,25% pada Siklus II. Peningkatan terlihat pada kemampuan menyebutkan bahan, memprediksi hasil, dan menjelaskan proses eksperimen. Eksperimen langsung juga meningkatkan keaktifan, kerja sama, rasa ingin tahu, dan kemampuan berpikir sebab-akibat. Disimpulkan bahwa eksperimen gunung meletus efektif meningkatkan pengenalan konsep sains sederhana pada anak usia dini dalam kegiatan kelas.
References
Akintemi, E. O., & Oduolowu, E. A. (2021). Sciencing activities and scientific skills of children at pre-primary level in Nigeria. International Online Journal of Primary Education, 10(1), 106–118.
Chen, Y.-L., & Tippett, C. D. (2022). Project-based inquiry in STEM teaching for preschool children. Eurasia Journal of Mathematics, Science and Technology Education, 18(4), Article em2093. https://doi.org/10.29333/ejmste/11899
Cinthia, C., Hariyanti, H., Hikmah, I., Anisa, N., Ismayani, W., Handayani, W. I., & Sit, M. (2023). Mengembangkan kecerdasan naturalis melalui metode eksperimen gunung meletus untuk anak usia 5–6 tahun. Jurnal Pelita PAUD, 8(1), 235–241. https://doi.org/10.33222/pelitapaud.v8i1.3633
Eti, ?., & S???rtmaç, A. (2021). Developing inquiry-based science activities in early childhood education: An action research. International Journal of Research in Education and Science, 7(3), 785–804. https://doi.org/10.46328/ijres.1973
García-Rodeja, I., Barros, S., & Sesto, V. (2024). Inquiry-based activities with woodlice in early childhood education. Education Sciences, 14(7), Article 710. https://doi.org/10.3390/educsci14070710
Golob, N., & Ungar, V. (2025). The development of science process skills and content knowledge with inquiry boxes in early childhood education. Center for Educational Policy Studies Journal, 15(2), 249–279. https://doi.org/10.26529/cepsj.1631
Grenell, A., Ernst, J. R., & Carlson, S. M. (2024). Preschool children’s science learning: Instructional approaches and individual differences. Early Education and Development, 35(8), 1891–1919. https://doi.org/10.1080/10409289.2024.2360884
Güçhan-Özgül, S. (2021). Integration of inquiry and play: Young children’s conceptual change in astronomy. Journal of Inquiry Based Activities, 11(1), 1–15.
Hsin, C.-T., & Wu, H.-K. (2023). Implementing a project-based learning module in urban and Indigenous areas to promote young children’s scientific practices. Research in Science Education, 53, 37–57. https://doi.org/10.1007/s11165-022-10043-z
Kos, M., Jerman, J., & Torkar, G. (2023). Preschool children’s attitude toward some unpopular animals and formation of a positive attitude toward them through hands-on activities. Journal of Biological Education, 57(1), 83–100. https://doi.org/10.1080/00219266.2021.1877779
Ouabich, R., Tifroute, L., & Rafouk, L. (2024). Effectiveness of an inquiry-based science program on enhancing science process skills and knowledge among Moroccan preschool children. International Journal of Educational Methodology, 10(4), 543–558. https://doi.org/10.12973/ijem.10.4.543
Sowmya, A. S. L., & Rani, R. N. (2025). Emerging interest in science during early childhood period and evaluating its effectiveness. Scientific Reports, 15, Article 38683. https://doi.org/10.1038/s41598-025-22513-1
Suharti, Hapidin, Pujianti, Y., Suwandi, E., & Fairuzillah, M. N. (2025). Integrating local wisdom and scientific inquiry in early childhood education: A contextualized science learning approach. Atfaluna: Journal of Islamic Early Childhood Education, 8(1), 47–58. https://doi.org/10.32505/atfaluna.v8i1.1139
Uyulan, V., & Aslan, S. (2024). Development of students’ critical thinking skills with STEM activities in early childhood science education. Anadolu University Journal of Education Faculty, 8(3), 971–999. https://doi.org/10.34056/aujef.1464605
Westerberg, L., Schmitt, S. A., Eason, S. H., & Purpura, D. J. (2022). Home science interactions and their relation to children’s science core knowledge in preschool. Journal of Experimental Child Psychology, 222, Article 105473. https://doi.org/10.1016/j.jecp.2022.105473
Yilmaz, M. M., Bekirler, A., & Dikici Sigirtmac, A. (2024). Inspiring an early passion for science: The impact of hands-on activities on children’s motivation. ECNU Review of Education, 7(4), 1033–1053. https://doi.org/10.1177/20965311241265413
Y?ld?z Ta?demir, C., & Güler Y?ld?z, T. (2024). Science learning needs of preschool children and science activities carried out by teachers. Journal of Turkish Science Education, 21(1), 82–101. https://doi.org/10.36681/tused.2024.005
Y?ld?z, S., & Zengin, R. (2021). Effect of science education provided with digital and in-class games on the scientific process skills of preschool children. Journal of Science Learning, 4(4), 385–393. https://doi.org/10.17509/jsl.v4i4.30620
Yuliani, R., Abd Jabar, C. S., & Maryatun, I. B. (2023). The influence of the inquiry project-based learning model on critical thinking skills in early childhood: A quantitative experimental study. Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini, 8(3), 193–202. https://doi.org/10.14421/jga.2023.83-08
Zudaire, I., Buil, R., Uriz, I., & Napal, M. (2022). Mars explorers: A science inquiry-based learning project in preschool. International Journal of Early Childhood, 54, 297–320. https://doi.org/10.1007/s13158-021-00308-5
