IMPROVING MEASUREMENT SKILLS IN EARLY CHILDHOOD THROUGH MANIPULATIVE MEDIA
Keywords:
Improving Children's Measurement AbilityAbstract
The background of this research is based on the fact that the ability to subtract is still not optimal, this can be seen that there are still some children who experience difficulties when asked to name measuring instruments, especially if done randomly, children still go back and forth in naming and estimating sizes, Even during distance estimating activities, there are still some children who experience difficulty in choosing tools to measure distance. This is caused by the lack of methods and media used in the learning process at PAUD SPS Ahsahri Kopi V Kec. Kopo District. Serang Especially in measurement, the media used by teachers is less varied, and the learning process still uses classical learning which makes children bored so that learning becomes hampered. To improve measurement skills in children aged 5-6 years at PAUD SPS Ahsahri Kopi V Kec. Kopo Serang Regency through manipulative media. The aim of this research is to find out how to improve measurement skills in group B children and to see the use of manipulative media in improving measurement skills in group B children at PAUD SPS Ahsahri Kopi V. The method used in this research is Classroom Action Research (PTK), the implementation of which is in the form of exercises carried out in the classroom and also monitoring in the field, and includes relatively independent planning on a regular, continuous basis starting from planning, implementation, observation, reflection. The results of this research are that embedded board media can improve measurement skills in children aged 5-6 years at PAUD SPS Ahsahri Kopi V Kopo. The results of the increase obtained from the pre-research were analyzed, the percentage of children's measurement ability was 56%, then for cycle I the percentage result was 74.5%. For cycle II, the results obtained were 87.1%. From this data it can be said that the percentage of pre-research data in cycle I increased by 17.2%, then in cycle II there was an increase of 10.6%, so overall in this action research activity each cycle experienced an increase. Using the reference of completeness, children's learning outcomes are 75% - 80%. The success rate of increasing the reduction ability from this research is 76%.
References
Anggraeni, R. S. R. (2011). Pengaruh Media Manipulatif Terhadap Kemampuan Mengenal Konsep Bilangan Pada Anak Usia Dini di Taman Kanak-kanak Pelita Leles.
Andadari, D. W. (2012). Peningkatan Kemampuan Kognitif Dengan Pengenalan Sains Melalui metode Guided Discovery Pada Anak Kelompok B1 TK Tunas Melati Sidoarum Godean. Skripsi Pada Jurusan PGPAUD Universitas Negeri Yogyakarta.
Andriyani, D. F., & Julianto, J. (2015). Kemampuan Guru Dalam Mengenalkan Konsep Pengukuran Pada Anak Kelompok B Di Ra (Raudhatul Athfal) Al Fithrah Surabaya. Jurnal Mahasiswa Teknologi Pendidikan, 4(2), 1-7.
Ardini, P. P. (2013). He Influence Of Manipulative Toys To Math Learning Outcomes Of 6-7 Years Old Children (An Eksperimen In 1th Class of Teluk Pucung Asri VIII Elementary School in Bekasi). Indonesian Journal of Early Childhood Education Studies, 2(1), 40-44.
Arikunto, S. (2010). Manajemen Penelitian. Jakarta: Rineka Cipta.
Arikunto,S . (2010). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka Cipta. Arsyad, A. (2013). Media Pembelajaran. Jakarta: Kharisma Putra Utama Offset.
Asyar, R. (2012). Kreatif Mengembangkan Media Pembelajaran. Jakarta: Referensi Jakarta. Azwar, S. (2015). Metode Penelitian. Yogyakarta: Pustaka Pelajar.
Bhargava, A., & Kirova, A. (2002). Assessing the Development of Mathematical Concepts in Preschool Children: Checklists for Teachers. Journal Of Teaching & Learning, 2(1), hal. 53-63.
Chairunnisa, A. M. (2012). Pembelajaran Pengukuran Matematika SD. (online). Tersedia di: http://Anah Chairunnisa: Pembelajaran Pengukuran Matematika SD (anahmumuy.blogspot.com). diakses pada 7/4/2016 pada 22.17 WIB.
Departemen Pendidikan Nasional. (2006). Standarisasi Alat Peraga/Bermain di Taman Kanak-Kanak. Jakarta: Direktorat Pembinaan Taman Kanak-Kanak dan Sekolah Dasar.
Departemen Pendidikan Nasional. (2007). Pedoman Pembelajaran Bidang Pengembangan Kognitif di Taman Kanak-Kanak Seri 3. Jakarta: Direktorat Pembinaan Taman Kanak-Kanak dan Sekolah Dasar.
Departemen Pendidikan Nasional. (2007). Pedoman Pembelajaran Permainan Berhitung Permulaan di Taman Kanak-Kanak Seri 6. Jakarta: Direktorat Pembinaan Taman Kanak-Kanak dan Sekolah Dasar.
Dra. Iswinarti. 2017. Permainan Tradisional Prosedur dan Analisis Manfaat Psikologis. Malang : Universitas Muhamadiyah Malang.
Fatdianti, R., & Rianto, E. (2016). Pengaruh Metode Proyek Terhadap Kemampuan Mengenal Konsep Ukuran Anak Kelompok B. PAUD Teratai, 5(1).
Fury, D. P., Samiati, S., & Rini, R. (2018). Media dan Kaitannya dengan Pemahaman Konsep Ukuran pada Anak Usia Dini. Jurnal Pendidikan Anak, 4(2).
Fadlillah, M. (2012). Desain Pembelajaran PAUD. Yogyakarta: Ar-Ruuz Media.
Fatdianti, R., & Rianto, E. (2016). Pengaruh Metode Proyek Terhadap Kemampuan Mengenal Konsep Ukuran Anak Kelompok B. Jurnal Mahasiswa Teknologi Pendidikan, 5(1), 1-6.
Gunawan, A. (2012). Pengukuran. (online). Tersedia di: BAB 1. PENGUKURAN | United Science (wordpress.com). diakses pada 7/4/2016 pada 22.15 WIB.
Hapipah, H., Komariah., & Susilowati. (2016). Meningkatkan Kemampuan Kognitif Anak Usia Dini Dalam Mengenal Konsep Pengukuran Dengan Menggunakan Media Piramida Pintar. Jurnal PGPAUD Kampus Cibiru, 3(3), 1-11.
Harjanto, B. (2011). Agar Anak Anda Tidak Takut Pada Matematika. Yogyakarta: Manika Books. Herowati, N. H. (2014). Peningkatan Kemampuan Pengukuran (Measurement) Melalui Pendekatan
Inkuiri Terbimbing Pada Anak Kelompok B2 TK Suryodiningratan Mantrijeron Yogyakarta. Skripsi Pada Jurusan PGPAUD Universitas Negeri Yogyakarta.
Istiyani, D. (2014). Model Pembelajaran Membaca Menulis Menghitung (Calistung) pada Anak Usia Dini Di Kabupaten Pekalongan. Jurnal Penelitian, 10(1), 1-18.
Khasanah, I. (2013). Pembelajaran Logika Matematika Anak Usia Dini (Usia 4–5 Tahun) Di Tk Ikal Bulog Jakarta Timur. PAUDIA, 2(1 mei), 14-33.
Kelly, C. A. (2006). Using Manipulatives in Mathematical Problem Solving: A Performance-Based Analysis. The Montana Mathematics Enthusiast, 3(2), 184-193.
Koes, H. S., & Prabowo. (1998). Konsep-konsep Dasar IPA. Jakarta: Depdikbud.
Kustiono. (2010). Media Pembelajaran Konsep, Nilai Edukatif, Klasifikasi, Praktek Pemanfaatan dan Pengembangan. Semarang: Unnes Press.
NCTM. (2000). Principles and Standards for School Mathematics. Virginia: Reston. Prasodjo Budi. Teori dan Aplikasi Fisika. Jakarta : Yudhistira
Permendiknas No. 58 Tahun 2009 Tentang Standar Pendidikan Anak Usia Dini. Kementerian Pendidikan Nasional.
Permendikbud No. 137 Tahun 2014 Tentang Standar Nasional Pendidikan Anak Usia Dini.
Kementerian Pendidikan dan Kebudayaan. Permendikbud No. 146 Tahun 2014 Tentang Kurikulum 2013 Pendidikan Anak Usia Dini. Kementerian Pendidikan dan Kebudayaan.
Zainal Aqib, dkk. 2018. Teori dan Aplikasi Penelitian Tindakan Kelas (PTK). Sleman : DEEPUBLISH
