Science Learning Model Based on Multisensory-Ecologi of Cognitive and Social Development in Early Chilhood

Helena Helena; Yaswinda Yaswinda; La Mai Tulum; Azvi Rahmi; Denny Rahmalia; Nurul Intan; Serpuadi Zeky

doi:10.24036/insight.v3i2.202

Authors

Helena Helena STAI Yayasan Tarbiyah Islamiyah (YASTIS) Lubuk Bagalung Padang, Indonesia
Yaswinda Yaswinda Universitas Negeri Padang, Indonesia
La Mai Tulum International House language institution, Laos
Azvi Rahmi STAI Yayasan Tarbiyah Islamiyah (YASTIS) Lubuk Bagalung Padang, Indonesia
Denny Rahmalia STAI Yayasan Tarbiyah Islamiyah (YASTIS) Lubuk Bagalung Padang, Indonesia
Nurul Intan STAI Yayasan Tarbiyah Islamiyah (YASTIS) Lubuk Bagalung Padang, Indonesia
Serpuadi Zeky STAI Yayasan Tarbiyah Islamiyah (YASTIS) Lubuk Bagalung Padang, Indonesia

DOI:

https://doi.org/10.24036/insight.v3i2.202

Keywords:

Early childhood, science learning model based on multisensory-ecology

Abstract

Science learning is important for early childhood so that they are able to understand the world and the environment around them, through various processes that are then recognized as scientific investigations. Children are expected to be able to solve the problems they face through science learning. This study aims to analyze the effectiveness of multisensory-ecology-based science learning models in improving cognitive and social development of early childhood. Social development in early childhood must also get a balanced portion. This research uses a 2x2 factorial experimental method. The sample consisted of early childhood divided into control and experimental groups. Data were collected through observation, cognitive tests, and social development scales. The results showed that children who learned using the multisensory-ecological learning model had significant improvements in cognitive and social aspects compared to the control group. Diverse sensory stimulation and active engagement in the learning environment contributed to better understanding of science concepts and more active social interaction. This learning model can be used as a reference for educators in designing more effective learning strategies for early childhood. It also supports inclusive education policies by considering the needs of diverse learners.

References

Amelia, L., & Wahyuni, S. (2017). Efektifitas Permainan Wayang Huruf Terhadap Kemampuan Membaca Anak Usia Dini Di Tk Kartika Xiv-11 Banda Aceh. Jurnal Buah Hati, 4(2), 83–95. https://doi.org/10.46244/buahhati.v4i2.557

Anisa, S. Y., & Fitri, R. (2017). Penerapan Disiplin Sebagai Bentuk Pembinaan Pendidikan Karakter Terhadap Anak Usia Dini. Pedagogi, 3(3c), 229. https://doi.org/10.30651/pedagogi.v3i3c.1077

Ariyanti, T. (2016). Pentingnya Pendidikan Anak Usia Dini Bagi Tumbuh Kembang Anak, The Importance of Childhood Education for Child Development, Jurnal Dinamika Pendidikan dasar, Volume 8, No.1, Maret 2016, hlm. 50. Dinamika Jurnal Ilmiah Pendidikan Dasar, 8(1), 51. https://doi.org/10.30595/dinamika.v8i1.943

Asril, Z., Engkizar, Syafril, S., Arifin, Z., & Munawir, K. (2023). Perspective Chapter: A Phenomenological Study of an International Class Program at an Indonesian University. In Higher Education-Reflections from the Field. IntechOpen. https://doi.org/10.5772/intechopen.110325

Buchanan, S., Harlan, M., Bruce, C., & Edwards, S. (2016). Inquiry Based Learning Models, Information Literacy, and Student Engagement: A literature review. School Libraries Worldwide, 22(2), 23–39. https://doi.org/10.29173/slw6914

Cunaya, C., & Apriyansyah, C. (2022). Analisis Perkembangan Sosial Emosional Anak Usia 5-6 Tahun Melalui Asesment Wawancara Di TK Cahaya Bintang. Jurnal Pendidikan Anak Usia Dini, 1(1), 1–9. https://doi.org/10.51714/cpaud.v1i1.1

Daulay, R., & Ritonga, R. S. (2023). Pola Asuh Ayah dalam Pembentukan Perilaku Prososial Anak Usia Dini di Desa Tanjung Padang Lawas Rokiah. Journal on Teacher Education, 5(2), 31–39. https://doi.org/10.31004/jote.v5i2.20151

Depari, S. E., & Hasruddin. (2020). The Effect of Inquiry Learning Model on Students Science Process Skills. European Journal of Education Studies. https://doi.org/10.2991/aisteel-19.2019.83

Engkizar, E., Jaafar, A., Sarianto, D., Ayad, N., Rahman, A., Febriani, A., Oktavia, G., Guspita, R., & Rahman, I. (2024). Analysis of Quran Education Problems in Majority Muslim Countries. International Journal of Islamic Studies Higher Education, 3(1), 65–80. https://doi.org/https://doi.org/10.24036/insight.v3i1.209

Engkizar, Engkizar, Jaafar, A., Taufan, M., Rahman, I., Oktavia, G., & Guspita, R. (2023). Quran Teacher: Future Profession or Devotion to the Ummah? International Journal of Multidisciplinary Research of Higher Education (IJMURHICA), 6(4), 196–210. https://doi.org/https://doi.org/10.24036/ijmurhica.v6i4.321

Engkizar, Engkizar, Sarianti, Y., Namira, S., Budiman, S., Susanti, H., & Albizar, A. (2022). Five Methods of Quran Memorization in Tahfidz House of Fastabiqul Khairat Indonesia. International Journal of Islamic Studies Higher Education, 1(1), 54–67. https://doi.org/10.24036/insight.v1i1.27

Fuadia, N. (2022). Perkembangan Sosial Emosi Pada Anak Usia Dini. Wawasan: Jurnal Kediklatan Balai Diklat Keagamaan Jakarta, 3(1), 31–47. https://doi.org/10.53800/wawasan.v3i1.131

Giordano, F., Caravita, S. C. S., & Jefferies, P. (2020). Social-Ecological Resilience Moderates the Effectiveness of Avoidant Coping in Children Exposed to Adversity: An Exploratory Study in Lithuania. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.536353

Hairiyah, S., & Mukhlis. (2019). Pengembangan Kreativitas Anak Usia Dini Melalui Permainan Edukatif. Jurnal Kariman, 7(2), 265–282. https://doi.org/10.52185/kariman.v7i2.118

Handayani, I. P., & Irawan, D. (2022). Metode Pengembangan Kecerdasan Spiritual Anak Usia Dini Telaah Pemikiran Abdullah Nashih Ulwan. Ar-Risalah Media Keislaman Pendidikan Dan Hukum Islam, 20(1), 113. https://doi.org/10.69552/ar-risalah.v20i1.1267

Iffah, F., & Yasni, Y. F. (2022). Manusia Sebagai Makhluk Sosial. Lathaif: Literasi Tafsir, Hadis Dan Filologi, 1(1), 38. https://doi.org/10.31958/lathaif.v1i1.5926

Jeti, L., & Herliyani, O. Y. (2018). Stimulation of Social Emotional Development in Early Chilhood Education. International Journal of Education, 2324(1), 86–106. https://doi.org/10.5281/zenodo.1422779

Kasmar, I. F., Amnda, V., Mutathahirin, M., Maulida, A., Sari, W. W., Kaputra, S., Anwar, F., Taufan, M., & Engkizar, E. (2019). The Concepts of Mudarris, Mu’allim, Murabbi, Mursyid, Muaddib in Islamic Education. Khalifa: Journal of Islamic Education, 3(2), 107. https://doi.org/10.24036/kjie.v3i2.26

Mailani, O., Nuraeni, I., Syakila, S. A., & Lazuardi, J. (2022). Bahasa Sebagai Alat Komunikasi Dalam Kehidupan Manusia. Kampret Journal, 1(1), 1–10. https://doi.org/10.35335/kampret.v1i1.8

Mundiasari, K. (2022). Pola Hubungan Antar Manusia Sebagai Insan Pendidikan. In Jurnal, Aktualita (Vol. 12, Issue Desember). Jurnal Penelitian Sosial Keagamaan. https://doi.org/10.54459/aktualita.v12iII.447

Nasution, R. A. (2016). Pembelajaran Seni Musik Bagi Pengembangan Kognitif Anak Usia Dini R. Jurnal Raudah, 4(1), 11–21. https://doi.org/10.30829/raudhah.v4i1.60

Nurachadijat, K., & Selvia, M. (2023). Peran Lembaga Pendidikan Anak Usia Dini dalam Implementasi Kurikulum dan Metode Belajar pada Anak Usia Dini. Jurnal Inovasi, Evaluasi Dan Pengembangan Pembelajaran (JIEPP), 3(2), 57–66. https://doi.org/10.54371/jiepp.v3i2.284

Nurjannah, N. (2017). Mengembangkan Kecerdasan Sosial Emosional Anak Usia Dini Melalui Keteladanan. Hisbah: Jurnal Bimbingan Konseling Dan Dakwah Islam, 14(1), 50–61. https://doi.org/10.14421/hisbah.2017.141-05

Rahmatullah, B., Muhamad Rawai, N., Mohamad Samuri, S., & Md Yassin, S. (2021). Overview of early childhood care and education in Malaysia. Hungarian Educational Research Journal, 11(4), 396–412. https://doi.org/10.1556/063.2021.00074

Rahmiati, Firman, & Ahmad, R. (2021). Implementasi Pendidikan sebagai Hak Asasi Manusia. Jurnal Pendidikan Tambusai, 5(3), 10160–10165. https://doi.org/10.31004/jptam.v5i3.2594

Raihana, R. (2018). Urgensi Sekolah Paud Untuk Tumbuh Kembang Anak Usia Dini. Generasi Emas, 1(1), 17. https://doi.org/10.25299/ge.2018.vol1(1).2251

Marliza, R., & Eliza, D. (2019). Peningkatan keterampilan proses sains melalui kegiatan belajar tanaman di taman kanak-kanak Aba Air Bangis. JRTI (Jurnal Riset Tindakan Indonesia), 4(1), 59–63. https://doi.org/10.29210/3003388000

Marpaung, J. (2018). Pengaruh Penggunaan Gadget Dalam Kehidupan. KOPASTA: Jurnal Program Studi Bimbingan Konseling, 5(2). https://doi.org/10.33373/kop.v5i2.1521

Matura, E., Son, Q. Van, & Lah, Y. C. (2024). Exploring the Potential of Traditional Congklak in the Development of Early Childhood Cognitive Abilities. Journal of Basic Education Research, 5(2), 48–53. https://doi.org/10.37251/jber.v5i2.959

Melinda, A. E., & Izzati, I. (2021). Perkembangan Sosial Anak Usia Dini Melalui Teman Sebaya. Jurnal Pendidikan Anak Usia Dini Undiksha, 9(1), 127. https://doi.org/10.23887/paud.v9i1.34533

Retnaningrum, W. (2016). Peningkatan perkembangan kognitif anak usia dini melalui media bermain memancing. Jurnal Pendidikan Dan Pemberdayaan Masyarakat, 3(2), 207. https://doi.org/10.21831/jppm.v3i2.11284

Riani, N. (2017). Model Perilaku Pencarian Informasi Guna Memenuhi Kebutuhan Informasi (Studi Literatur). Publication Library and Information Science, 1(2), 14. https://doi.org/10.24269/pls.v1i2.693

Sulastri, S., & Ahmad Tarmizi, A. T. (2017). Peran Orang Tua Dalam Pendidikan Anak Usia Dini. Raudhatul Athfal: Jurnal Pendidikan Islam Anak Usia Dini, 1(1), 61–80. https://doi.org/10.19109/ra.v1i1.1526

Syahyudin, D. (2020). Pengaruh Gadget Terhadap Pola Interaksi Sosial Dan Komunikasi Siswa. Gunahumas, 2(1), 272–282. https://doi.org/10.17509/ghm.v2i1.23048

Wuryandani, W., Faturrohman, F., Senen, A., & Haryani, H. (2018). Implementasi pemenuhan hak anak melalui sekolah ramah anak. Jurnal Civics: Media Kajian Kewarganegaraan, 15(1), 86–94. https://doi.org/10.21831/jc.v15i1.19789

Zafirah, A., Agusti, F. A., Engkizar, E., Anwar, F., Alvi, A. F., & Ernawati, E. (2018). Penanaman nilai-nilai karakter terhadap peserta didik Melalui permainan congkak sebagai media pembelajaran. Jurnal Pendidikan Karakter, 9(1), 95–104. https://doi.org/10.21831/jpk.v8i1.21678

Zeng, N., Ayyub, M., Sun, H., Wen, X., Xiang, P., & Gao, Z. (2017). Effects of physical activity on motor skills and cognitive development in early childhood: A systematic review. BioMed Research International, 2017, 1–13. https://doi.org/10.1155/2017/2760716