INTRODUCTION TO SCIENCE IN EARLY CHILDHOOD WITH COOPERATIVE LEARNING MODEL JIGSAW TYPE ASSISTED WITH CONCRETE OBJECTS

Christiani Endah Poerwati, I Made Elia Cahaya, Ni Made Ayu Suryaningsih

Abstract


The introduction of science in early childhood is made possible through the teaching of simple concepts and appropriate learning methods. Jigsaw type cooperative learning model can be applied in the introduction of science because the child's age is a social age, children like to work with peers. Concrete objects help children to understand various concepts of science because their cognitive abilities have only just entered the pre-operational stage. This study aims to determine the effectiveness of concrete jigsaw type cooperative learning models assisted in the introduction of science in early childhood. The study was conducted in PAUD Tunas Mekar II Dalung children group B semester 1 of 2019/2020 school year. The research method is a class action with a four-stage procedure, namely: 1) The planning stage, 2) The stage of taking action, 3) The stage of development, 4) The stage of reflection. The study was conducted in two cycles. The data collection method in this study was through observation using rubric guidelines to record data about scientific abilities demonstrated by early childhood. Data on children's scientific ability improvement were analyzed descriptively with the help of assessment instruments. Children's scientific ability at the initial observation of the percentage of completeness was only achieved by 5 children (20.83%), the first cycle was 10 children (41.67%), and the second cycle was 20 children (83.33%). Jigsaw type cooperative learning models assisted with concrete objects can improve science skills in early childhood
Keywords: Early Childhood, Introduction to Science, Jigsaw, Concrete Objects


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