Pengembangan Kognitif Anak Usia Dini melalui Implementasi Permainan Sains Berbasis Inkuiri
Abstract
Permainan sains berbasis inkuiri sebagai langkah inovatif dalam mengembangkan kognitif anak usia dini. Tujuan dari penelitian ini adalah untuk mendeskripsikan penerapan permainan sains anak usia dini berbasis inkuiri dalam mengembangkan dimensi kognitif. Penelitian ini berjenis kualitatif-studi kasus. Subjek penelitian dipilih secara purposive sampling. Teknik pengumpulan data meliputi wawancara semi-terstruktur, studi dokumentasi, dan pengamatan. Data hasil penelitian diuji menggunakan triangulasi teknik dan sumber. Hasil penelitian membuktikan bahwa kemampuan kognitif anak dapat berkembang secara lebih optimal karena selama proses permainan berbasis inkuiri anak dituntut secara aktif melakukan kegiatan penyelidikan dibawah arahan dan bimbingan guru melalui pertanyaan berjenjang.
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Vartiainen, J., & Kumpulainen, K. (2020). Playing with science: manifestation of scientific play in early science inquiry. European Early Childhood Education Research Journal, 28(4), 490–503. https://doi.org/10.1080/1350293X.2020.1783924
Votruba-Drzal, E., Coley, R. L., Koury, A. S., & Miller, P. (2013). Center-based child care and cognitive skills development: Importance of timing and household resources. Journal of Educational Psychology, 105(3), 821–838. https://doi.org/10.1037/a0032951
Wati, H. S. N., Eliza, D., & Mulyeni, T. (2023). Efektifitas metode inkuiri terhadap keterampilan proses sains anak di ra bakti ibu bukitsari jambi. Jurnal Ilmiah Potensia, 8(1), 49–62. https://doi.org/10.33369/jip.8.1.49-62
Charlesworth, R. (2016). Math and science for young children (8th ed.). Cengange Learning.
Charlesworth, R., & Lind, K. K. (2010). Math and science for young children (6th ed.). Wadsworth, Cengage Learning.
Febriani, N., Adhe, K. R., Widayanti, M. D., & Maulidiyah, E. C. (2023). Pengaruh model pembelajaran inkuiri dengan media realia terhadap literasi sains anak usia 4-5 tahun. JIEEC (Journal of Islamic Education for Early Childhood), 5(2), 1–13. https://doi.org/10.30587/jieec.v5i2.5801
Fleer, M. (2011). Kindergartens in cognitive times: imagination as a dialectical relation between play and learning. International Journal of Early Childhood, 43, 245–259. https://doi.org/10.1007/s13158-011-0044-8
Hamel, E., Joo, Y., Hong, S. Y., & Burton, A. (2020). Teacher questioning practices in early childhood science activities. Early Childhood Education Journal, 4, 375–384. https://doi.org/10.1007/s10643-020-01075-z
Hollingsworth, H. L., & Vandermaas-Peeler, M. (2016). ‘Almost everything we do includes inquiry’: fostering inquiry-based teaching and learning with preschool teachers. Early Child Development and Care, 187(1), 152–167. https://doi.org/10.1080/03004430.2016.1154049
Jacobsen, D. A., Eggen, P., & Kauchak, D. (2009). Methods for teaching: promoting student learning in K–12 classrooms (8th ed.). Pustaka Pelajar.
Koksal, E. A., & Berberoglu, G. (2014). The effect of guided-inquiry instruction on 6th grade turkish students’ achievement, science process skills, and attitudes toward science. International Journal of Science Education, 36(1), 66–78. https://doi.org/https://doi.org/ 10.1080/09500693.2012.721942
Koza, W. (2007). Managing an effective early childhood classroom. Shell Education.
Kutnick, P., Brighi, A., & Colwell, J. (2016). Interactive and socially inclusive pedagogy: a comparison of practitioner- and child-oriented cognitive/learning activities involving four-year-old children in preschools in england. European Early Childhood Education Research Journal, 24(2), 265–286. https://doi.org/10.1080/1350293X.2016.1143266
Larson, K., Russ, S. A., Nelson, B. B., Olson, L. M., & Halfon, N. (2015). Cognitive ability at kindergarten entry and socioeconomic status. Pediatrics, 135(2), 440–448. https://doi.org/10.1542/peds.2014-0434
Lin, X., Yang, W., Wu, L., Zhu, L., Wu, D., & Li, H. (2020). Using an inquiry-based science and engineering program to promote science knowledge, problem-solving skills and approaches to learning in preschool children. Early Education and Development, 32(5), 695–713. https://doi.org/10.1080/10409289.2020.1795333
Mustafa, G., Abbas, M. A., Hafeez, Y., Khan, S., & Hwang, G. J. (2018). Effectiveness of ontology-based learning content generation for preschool cognitive skills learning. Interactive Learning Environments, 27(4), 443–457. https://doi.org/10.1080/10494820.2018.1484772
National Research Council (NRC). (2000). Inquiry and the national science education standards: A guide for teaching and learning. National Academy Press.
Neaum, S. (2010). Child development for early childhood studies. Learning Matters.
Nisfa, N. L., & Putri, F. K. A. (2022). Pembelajaran sains inquiry pada anak usia dini. Tinta Emas: Jurnal Pendidikan Islam Anak Usia Dini, 1(1), 29–42. https://doi.org/10.35878/tintaemas.v1i1.384
O’Connor, G., Fragkiadaki, G., Fleer, M., & Rai, P. (2021). Early childhood science education from 0 to 6: a literature review. Education Sciences, 11(4), 1–24. https://doi.org/10.3390/educsci11040178
Pedaste, M., Mäeots, M., Siiman, L. A., de Jong, T., van Riesen, S. A. N., Kamp, E. T., Manoli, C. C., Zacharia, Z. C., & Tsourlidaki, E. (2015). Phases of inquiry-based learning: definitions and the inquiry cycle. Educational Research Review, 14, 47–61. https://doi.org/10.1016/j.edurev.2015.02.003
Ravanis, K. (2022). Research trends and development perspectives in early childhood science education: an overview. Education Sciences, 12(7), 1–11. https://doi.org/10.3390/educsci12070456
Tinajero, A. R., & Loizillon, A. (2012). The Review of care, education and child development indicators in early childhood. UNESCO.
Vandermaas-Peeler, M., Mischka, M., & Sands, K. (2017). ‘ What do you notice??’ parent guidance of preschoolers ’ inquiry in activities at home in activities at home. Early Child Development and Care, 189(2), 220–232. https://doi.org/10.1080/03004430.2017.1310724
Vartiainen, J., & Kumpulainen, K. (2020). Playing with science: manifestation of scientific play in early science inquiry. European Early Childhood Education Research Journal, 28(4), 490–503. https://doi.org/10.1080/1350293X.2020.1783924
Votruba-Drzal, E., Coley, R. L., Koury, A. S., & Miller, P. (2013). Center-based child care and cognitive skills development: Importance of timing and household resources. Journal of Educational Psychology, 105(3), 821–838. https://doi.org/10.1037/a0032951
Wati, H. S. N., Eliza, D., & Mulyeni, T. (2023). Efektifitas metode inkuiri terhadap keterampilan proses sains anak di ra bakti ibu bukitsari jambi. Jurnal Ilmiah Potensia, 8(1), 49–62. https://doi.org/10.33369/jip.8.1.49-62
Published
2024-10-29
How to Cite
HARLISTYARINTICA, Yora; MURYANI, Arlis.
Pengembangan Kognitif Anak Usia Dini melalui Implementasi Permainan Sains Berbasis Inkuiri.
Sentra Cendekia, [S.l.], v. 5, n. 3, p. 92-98, oct. 2024.
ISSN 2722-3094.
Available at: <https://e-journal.ivet.ac.id/index.php/Jsc/article/view/3287>. Date accessed: 03 dec. 2024.
doi: https://doi.org/10.31331/sencenivet.v5i3.3287.
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