PENGARUH MEDIA BUSY BOOK TERHADAP KEMAMPUAN PROBLEM SOLVING ANAK KELOMPOK A TAMAN KANAK-KANAK
DOI:
https://doi.org/10.23887/mi.v24i2.21257Abstract
Abstrak
Penelitian ini bertujuan untuk mengetahui perbedaan yang signifikan kemampuan problem solving antara anak yang distimulasi menggunakan media busy book dengan anak yang distimulasi dengan metode konvensional kelompok A Taman Kanak-kanak Gugus VII Kecamatan Buleleng tahun pelajaran 2018/2019. Jenis penelitian ini adalah quasi eksperimen dengan rancangan non-equivalen post test only control group design. Populasi penelitian ini adalah seluruh anak kelompok A Taman Kanak-kanak Gugus VII Kecamatan Buleleng tahun pelajaran 2018/2019, yang berjumlah 157 anak. Teknik pengambilan sampel dalam penelitian ini menggunakan teknik simple random sampling. Sampel penelitian ini adalah eksperimen pada kelompok A1 TK Santa Maria yang berjumlah 20 anak dan kontrol pada kelompok A1 di TK Lab Undiksha yang berjumlah 17 anak. Uji hipotesis menggunakan uji-t dengan taraf signifikan 5% dan dk = 2,03 dengan demikian thitung>ttabel (15,882>2,03) maka H1 diterima dan H0 ditolak sehingga hasil penelitian menunjukan terdapat perbedaan yang signifikan kemampuan problem solving antara anak yang distimulasi menggunakan media busy book dengan anak yang distimulasi dengan metode konvensional kelompok A Gugus VII Kecamatan Buleleng tahun pelajaran 2018/2019. Dengan demikian media busy book berpengaruh terhadap kemampuan problem solving anak kelompok A Taman Kanak-kanak Gugus VII Kecamatan Buleleng tahun pelajaran 2018/2019.
Kata-kata kunci : Kemampuan Problem Solving, Busy Book, Media Pembelajaran, Anak Usia Dini
Abstract
The purpose of the study is to determine the significant differences in problem solving abilities between the children who were stimulated by busy book learning media and the children who were stimulated by conventional method in group A Taman Kanak-kanak Gugus VII Buleleng Sub-district in academic year 2018/2019. This study used a quasi-experimental with non-equivalent design with post-test only control group design. The population of this study was all children in group A Taman Kanak-kanak Gugus VII Buleleng Sub-district in academic year 2018/2019 which consisted of 157 children. The sampling technique used in this study was simple random sampling technique. There are 20 children in experiment group in group A1 at TK Santa Maria and 17 children in control in group A1 at TK Lab Undiksha. The hypothesis testing used t-test with a significant level of 5% and dk = 2.03, thus tcount> ttable (15,882> 2.03) then H1 was accepted and H0 was rejected so the results showed that there were the significant differences in problem solving between the children who were stimulated by busy book learning media with the children who were stimulated by conventional method in group A Gugus VII Buleleng Sub-district in academic year 2018/2019. Therefore, busy book learning media had effect with problem solving abilities of children in group A Taman Kanak-kanak Gugus VII Buleleng Sub-district in academic year 2018/2019.
Keywords: Problem Solving Ability, Busy Book, Learning Media, Young Children
References
Agung, A.A. 2016. Statistik Dasar untuk Pendidikan. Yogyakarta: Deepublish.
Jayadiningrat, Made Gautama, and Emirensia K. Ati. "Peningkatan Keterampilan Memecahkan Masalah Melalui Model Pembelajaran Problem Based Learning (PBL) pada Mata Pelajaran Kimia." Jurnal Pendidikan Kimia Indonesia 2.1 (2018): 1-7.
Kariadnyani, Kadek. Era. 2016. Pengaruh Model Course Review Horay Berbantuan Multimedia Terhadap Hasil Belajar IPA Siswa Kelas V SD. E-Journal PGSD Universitas Pendidikan Ganesha Jurusan PGSD, Vol. 4, No. 1.
Kurniasih, Sani. 2015. Ragam Pengembangan Model Pembelajaran Untuk Peningkatan Profesional Guru. Jakarta: Kata pena.
Lapatta, Jusman. 2015. Peningkatan Hasil Belajar Siswa Melalui Penggunaan Model Pembelajaran Course Review Horay Pada Mata Pelajaran IPA Kelas IV SD Inpres Sintuwu. Jurnal Kreatif Tadulako Online, Vol. 5, No.8.
Permendiknas Nomor 24 Tahun 2006 tentang Pelaksanaan Peraturan Menteri Pendidikan Nasional Nomor 22 Tahun 2006 dan Peraturan Menteri Pendidikan Nasional Nomor 23 Tahun 2006.
Santoso, Budi. 2013. Skema dan mekanisme pelatihan Panduan Penyelanggaraan pelatihan. Jakarta: Terang.
Siska. 2016. Konsep Dasar IPS. Yogyakarta. Garudhawaca.
Shoimin, Aris. 2014. 68 Model Pembelajaran Inovatif dalam Kurikulum 2013. Yogyakarta: Pustaka Belajar.
Sriwati,Ni. Luh. Gede. 2014. Penerapan Model Pembelajaran Course Review Horay Bebantuan Media Gambar Untuk Meningkatkan Kemampuan Bahasa Anak. e-Journal PG-PAUD Universitas Pendidikan Ganesha Jurusan Pendidikan Guru Pendidikan Anak Usia Dini, Vol. 2, No. 1.
Welle,Deutsche. 2017. Rangking Pendidikan Negara-Negara Asean. http://www.dw.com/id/rangking-pendidikan-negara-negara-asean/g-37594464/ (1 Desember 2017).
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
