Implementasi Pendekatan Saintifik Sebagai Pembentuk Keterampilan Proses Sains Anak Usia Dini

  • Maria Melita Rahardjo PG-PAUD, FKIP, Universitas Kristen Satya Wacana
Keywords: science education, scientific approach,, Indonesian early childhood curriculum, kurikulum 2013

Abstract

Science education for early childhood education has received considerable attention from many researchers. Even though the new Indonesian early childhood curriculum does not provide specific curriculum objectives for science lesson, the science has been integrated in the curriculum through ‘pendekatan saintifik’ (scientific approach). There are not many journal articles which covered this topic. Several journals mentioned the importance of this approach, some other journals tried to find best model for implementing the approach. However, very few journals discussed deeply about the implementation of that approach. Therefore, this research paper will discuss the findings of scientific approach in three early childhood schools. The descriptive qualitative approach was used in the research.. The results show that the time allocation, the number of objects provided, and teachers’ questions are three important factors which affect the quality of scientific approach implementation.

Downloads

Download data is not yet available.

References

Airlanda, G. (2019). Identifikasi pemahaman sains mahasiswa PGSD UKSW tentang pola makan sehari-hari berbasis home science process skill. Scholaria: Jurnal Pendidikan Dan Kebudayaan, 9(1), 93-102

Angkur, M. F. M. (2019). Penerapan pendekatan saintifik pada pendidikan anak usia dini. Jurnal Smart PAUD, 2(1), 37-42.

Duschl, R. A., Shouse, A. W., & Schweingruber, H. A. (2008). What research says about K-8 science learning and teaching? PRINCIPAL-ARLINGTON-, 87(2), 16.

Early, D. M., Iruka, I. U., Ritchie, S., Barbarin, O. A., Winn, D. M. C., Crawford, G. M., et al. (2010). How do pre-kindergarteners spend their time? Gender, ethnicity, and income as predictors of experiences in pre-kindergarten classrooms. Early Childhood Research Quarterly, 25, 177–193

Eschach, H. And Fried, M.N. (2005). Should Science be Taught in Early Childhood? Journal of Science Education and Technology, 14 (3), 315-336.

Putri, C. E., Haenilah, E. Y., & Surahman, M. (2017). Pembelajaran Ilmiah Bagi Anak Usia Dini. Jurnal Pendidikan Anak, 3(2).

Gerde, H.K., Schachter, R.E., & Wasik, B.A. (2013). Using the scientific method to guide learning: An integrated approach to early childhood curriculum. Early Childhood Educ J, 41, 315-323.

Hanley, G. P., Tiger, J. H., Ingvarsson, E. T., & Cammilleri, A. P. (2009). Influencing preschoolers’ free-play activity preferences: An evaluation of satiation and embedded reinforcement. Journal of Applied Behavior Analysis, 42, 33–41.

Howitt, C., Upson, E., & Lewis, S. (2011). It’s a mystery! A case study of implementing forensic science in preschool as scientific inquiry. Australasian Journal of Early Childhood, 36, 45–55.

Inan, H. Z., Trundle, K. C., & Kantor, R. (2010). Understanding natural sciences education in a Reggio Emilia-inspired preschool. Journal of Research in Science Teaching, 47, 1186–1208.

Kementrian Pendidikan dan Kebudayaan. (2014). Peraturan menteri pendidikan dan kebudayaan republik Indonesia nomor 146 tahun 2014 tentang kurikulum 2013 pendidikan anak usia dini.

Klarissa, N. W. E., Tirtayani, L. A., Psi, S., Psi, M., Wiyasa, I. K. N., & Kes, M. (2018). Pengaruh Pendekatan Saintifik Terhadap Kemampuan Sains Permulaan Anak Kelompok B3 TK Sila Chandra I Batubulan Kecamatan Sukawati Tahun Ajaran 2017/2018. Jurnal Pendidikan Anak Usia Dini Undiksha, 6(1).

Moleong, L.J. (2009). Metode Penelitian Kualitatif. Bandung: Remaja Rosdakarya

Nayfeld, I., Brenneman, K., & Gelman, R. (2011). Science in the classroom: Finding a balance between autonomous exploration and teacher-led instruction in preschool settings. Early Education & Development, 22, 970–988.

Padilla, M. J. (1990). The science process skills. Research Matters-to the science Teacher, 9004.

Peterson, S. M., & French, L. (2008). Supporting young children’s explanations through inquiry science in preschool. Early Childhood Research Quarterly, 23, 395–408.

Putri, T.E., Mawardi, & Diana. (2019). Penerapan metode demonstrasi dalam pembelajaran sains sederhana pada anak usia dini di pendidikan anak usia dini Citra Kartini Pontianak Kota. Jurnal Edukasi Pendidikan Anak Usia Dini, 5(2), 75-79.

Mirawati and Nugraha, R. (2017). Meningkatkan Keterampilan Proses Sains Anak Usia Dini Melalui Aktivitas Berkebun. Early Childhood: Jurnal Pendidikan, 1(1), 1-15.

Morrison, K. (2012) Integrate Science and Arts Process Skills in the Early Childhood Curriculum. Dimensions of Early Childhood, 40 (1), 31-38.

Munastiwi, E. (2015). Implementasi Pendekatan Saintifik pada Pembelajaran Pendidikan Anak Usia Dini (PAUD). Al-Athfal&58; Jurnal Pendidikan Anak, 1(2), 43-50.

Murtafiah. (2019). Upaya peningkatan pembelajaran sains pada anak usia dini melalui riset pengembangan metode Higher, Order, Thinking Skills (HOTS). Prosiding Seminar Nasional Pendidikan KALUNI, 2, 125-136.

Rahayu, E. F. (2015). Manajemen Pembelajaran dalam Rangka Pengembangan Kecerdasan Majemuk Peserta Didik. Manajemen Pendidikan, 24(5), 357-366

Rahmah. (2018). Persepsi guru tentang pembelajaran sains anak usia 5-6 tahun di Gugus II Melati Kecamatan Simpang Tiga Pekanbaru. KINDERGARTEN: Journal of Islamic Early Childhood Education, 1(2), 89-101.

Ravanis, K. (2017). Early Childhood Science Education: State of the Art and Perspectives. Journal of Baltic Science Education, 16 (3), 284-288.

Sanjaya, W. (2013). Penelitian pendidikan: Jenis, metode dan prosedur. Jakarta: Prenada Media Grup.

Seekda, S. And Fleer, M. (2014) Small Science: Infants and Toddlers Experiencing Science in Everyday Family Life. Res Sci Educ, 45, 445-464.

Sriningsih, N. N., Ardana, I. K., Tirtayani, L. A., Psi, S., & Psi, M. (2018). Pengaruh Pendekatan Saintifik Terhadap Kemampuan Berpikir Logis Pada Anak Kelompok B PAUD Kumara Asri, Denpasar. Jurnal Pendidikan Anak Usia Dini Undiksha, 6(1).

Sugiyono. (2017). Metode penelitian kuantitatif, kualitatif, dan R&D. Bandung: Alfabeta.

Suryana, D. (2017). Pembelajaran Tematik Terpadu Berbasis Pendekatan Saintifik Di Taman Kanak-Kanak. JPUD-Jurnal Pendidikan Usia Dini, 11(1), 67-82.

Tu, T. (2006). Preschool science environment: What is available in a preschool classroom? Early Childhood Education Journal, 33, 245–251.

Utami, T. (2016). Penerapan pendekatan saintifik dalam upaya penanaman kompetensi inti anak usia dini di PAUD Terpadu AN-Nuur Sleman, Yogyakarta. Tesis Pascasarjana UIN Kalijaga: Yogyakarta.

Widodo, A., & Pujiastuti, S. (2006). Profil pertanyaan guru dan siswa dalam pembelajaran sains. Jurnal pendidikan dan pembelajaran, 4(2), 139-148.
Published
2019-05-23
How to Cite
Rahardjo, M. (2019). Implementasi Pendekatan Saintifik Sebagai Pembentuk Keterampilan Proses Sains Anak Usia Dini. Scholaria: Jurnal Pendidikan Dan Kebudayaan, 9(2), 148-159. https://doi.org/https://doi.org/10.24246/j.js.2019.v9.i2.p148-159
Section
Articles