Teaching Colors through Play and Singing Methods for Early Childhood: An Classroom Action Research Project in Kindergarten
Abstract
Adanya permasalahan tentang pengenalan warna,dari 8 anak hanya 2 anak yang mampu berkembang sesuai harapan dalam mengenal warna dan terdapat 6 anak yang masih keliru dalam menyebut, menunjuk dan mengelompokkan warna. Penelitian ini bertujuan meningkatkan pengembangan kemampuan mengenal warna menggunakan metode bermain dan bernyanyi. Penelitian ini merupakan penelitian tindakan kelas, adalah salah satu jenis penelitian tindakan yang dilakukan guru untuk meningkatkan kualitas pembelajaran dikelas. Metode desain penelitian oleh Kemmis dan Mc Taggart yang dilakukan secara bersiklus. Teknik pengumpulan data menggunakan lembar observasi dan dokumentasi. Teknik analisis data menggunakan deskriptif kualitatif. Kemampuan mengenal warna dari siklus I ke siklus II dapat ditingkatkan melalui metode bermain dan bernyanyi. Secara keseluruhan, total anak yang mendapatkan kriteria berkembang sesuai harapan dan berkembang sangat baik mencapai persentase 75%. Ini sudah mencapai ketuntasan indikator keberhasilan yang telah ditetapkan oleh peneliti yaitu 75% dari keseluruhan anak dapat berkembang sesuai harapan (BSH) atau maksimal Berkembang Sangat Baik (BSB).
There are problems regarding color recognition, out of 8 children only 2 children are able to develop as expected in recognizing colors and there are 6 children who are still wrong in calling, pointing and grouping colors. This study aims to improve the development of the ability to recognize colors using the method of playing and singing. This research is classroom action research, which is a type of action research conducted by teachers to improve the quality of classroom learning. The research design method by Kemmis and Mc Taggart was carried out in cycles. Data collection techniques used observation sheets and documentation. Data analysis techniques used a qualitative descriptive approach. The ability to recognize colors from cycle I to cycle II can be improved through playing and singing methods. Overall, the total number of children who received the criteria for developing according to expectations and developing very well reached a percentage of 75%. This has reached the completeness of the success indicators set by the researchers, namely 75% of all children can develop as expected (BSH) or a maximum of very good development (BSB).
References
Adriany, V. (2022). Early Childhood Education in Indonesia. In L. P. Symaco & M. Hayden (Eds.), International Handbook on Education in South East Asia (pp. 1–24). Springer Nature Singapore. https://doi.org/10.1007/978-981-16-8136-3_28-1
Aghnaita, A. (2017). Perkembangan Fisik-Motorik Anak 4-5 Tahun Pada Permendikbud no. 137 Tahun 2014 (Kajian Konsep Perkembangan Anak). Al-Athfal: Jurnal Pendidikan Anak, 3(2), 219–234. https://doi.org/10.14421/al-athfal.2017.32-09
Anggraini, R., & Wahyuni, A. (2021). Development of Religious and Moral Values Through Cublak-Cublak Suweng Traditional Games To Build Children’s Character. JOYCED: Journal of Early Childhood Education, 1(2), 115–126. https://doi.org/10.14421/joyced.2021.12-05
‘Aziz, H., Sudrajat, A., Suparno, Purnama, S., & Putri, I. K. C. A. (2024). Embedding Effective Communication in Early Childhood Learning in Schools: Experience from Early Childhood Teachers. Child Care in Practice, 1–20. https://doi.org/10.1080/13575279.2024.2333721
Bellous, J. E. (2021). Spiritual Care as the Foundation for a Child’s Religious Education. Religions, 12(11), 954. https://doi.org/10.3390/rel12110954
Cho, J. D. (2021). A Study of Multi-Sensory Experience and Color Recognition in Visual Arts Appreciation of People with Visual Impairment. Electronics, 10(4), 470. https://doi.org/10.3390/electronics10040470
Formen, A. (2017). In Human-Capital We Trust, on Developmentalism We Act: The Case of Indonesian Early Childhood Education Policy. In M. Li, J. Fox, & S. Grieshaber (Eds.), Contemporary Issues and Challenge in Early Childhood Education in the Asia-Pacific Region (pp. 125–142). Springer Singapore. https://doi.org/10.1007/978-981-10-2207-4_8
Formen, A., & Waluyo, E. (2023). Storytelling Podcast as an Alternative Learning Tool for Early Childhood Education: A TPACK-Based Reflection. Al-Athfal: Jurnal Pendidikan Anak, 9(1), 29–38. https://doi.org/10.14421/al-athfal.2023.91-03
Guerrero, A. L., & Camargo-Abello, M. (2023). Teachers’ agency in the implementation of an early childhood education policy program in schools in Bogotá, Colombia. International Journal of Child Care and Education Policy, 17(1), 2. https://doi.org/10.1186/s40723-023-00104-9
Hakkarainen, P., Brėdikytė, M., Jakkula, K., & Munter, H. (2013). Adult play guidance and children’s play development in a narrative play-world. European Early Childhood Education Research Journal, 21(2), 213–225. https://doi.org/10.1080/1350293X.2013.789189
Hamzah, N., Suratman, B., & Rahnang, R. (2023). Linguistic Habitus: The Use of Arabic To Early Childhood In Parenting (Millennial Muslim Parents). AWLADY : Jurnal Pendidikan Anak, 9(2), 119. https://doi.org/10.24235/awlady.v9i2.11137
Harahap, A. (2023). Analysis Of The Role Of Parents In Early Childhood Islamic Religious Education In The Family Environment. Edukasi Islami: Jurnal Pendidikan Islam, 12(4).
Hasanah, U., & Priyantoro, D. E. (2019). Pengembangan kreativitas anak usia dini melalui origami. Elementary: Jurnal Iilmiah Pendidikan Dasar, 5(1), 61–72.
Hayati, F., & Munastiwi, E. (2021). Program Human resource Development untuk Mengembangkan Kompetensi Pendidik pada PAUD Mutiara Bantul, Yogyakarta. Jurnal Golden Age, Universitas Hanzanwadi, 5(2), 64.
İDer, S. (2024). Erken Çocukluk Dönemi Din Eğitiminde Fiziksel Engelli Çocuklar İçin Doğa Temelli Öğrenme Ortamları. Akif, 54(1). https://doi.org/10.51121/akif.2024.52
Id’ha Tutfi Ulkhatiata, & Purnama, S. (2023). The Effect of Lego Games on Improving Children’s Creativity Development. Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini, 7(4), 177–186. https://doi.org/10.14421/jga.2022.74-03
Isom, M., Sopandi, E., & Siswanto, A. (2021). Implementation of Religious Education in Character Values in Early Childhood Education Institutions. EDUKASI: Jurnal Penelitian Pendidikan Agama Dan Keagamaan, 19(3), 303–316. https://doi.org/10.32729/edukasi.v19i3.784
Kinanti, A., Purnama, S., & Rohinah, R. (2020). Metode Eksperimen: Upaya Meningkatkan Keterampilan Proses Sains Pada Kelompok B2 RA Masyithoh X Karangmojo Gunungkidul. Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini, 5(1), 31–40. https://doi.org/10.14421/jga.2020.51-04
Masmuri, M., & Bayu, B. S. (2019). Revitalisasi Masjid dalam Membangun Karakter pada Komunitas Melayu Sambas. Intizar, 25(1), 9–18. https://doi.org/10.19109/intizar.v25i1.3238
Merma-Molina, G., Gavilán-Martín, D., Baena-Morales, S., & Urrea-Solano, M. (2022). Critical Thinking and Effective Personality in the Framework of Education for Sustainable Development. Education Sciences, 12(1), 28. https://doi.org/10.3390/educsci12010028
Miyasih, T. (2020). Upaya Meningkatkan Kemampuan Mengenal Konsep Warna Melalui Kegiatan Meronce Pada Anak Kelompok B TK Dharma Wanita 2 Mojotengah Kedu Temanggung Semester I Tahun Pelajaran 2017/2018. Media Penelitian Pendidikan : Jurnal Penelitian Dalam Bidang Pendidikan Dan Pengajaran, 14(2), 111–120. https://doi.org/10.26877/mpp.v14i2.5523
Mulyati, M., Sumadi, T., & Yetti, E. (2020). Analysis of Constructive Learning Models in Forming Religious Characters of Early Childhood. Indonesian Journal of Early Childhood Education Studies, 9(1), 35–39. https://doi.org/10.15294/ijeces.v9i1.38141
Munastiwi, E. (2018). Manajemen Model Pembinaan Kelompok Guru PAUD Model ‘Multi-Workshop’. AL-ATHFAL : JURNAL PENDIDIKAN ANAK, 4(1), 51–60. https://doi.org/10.14421/al-athfal.2018.41-04
Nilsson, M., Ferholt, B., & Lecusay, R. (2018). ‘The playing-exploring child’: Reconceptualizing the relationship between play and learning in early childhood education. Contemporary Issues in Early Childhood, 19(3), 231–245. https://doi.org/10.1177/1463949117710800
Nordén, B. (2024). Advancing Sustainability through Higher Education: Student Teachers Integrate Inner Development Goals (IDG) and Future-Oriented Methodologies. Challenges, 15(2), 28. https://doi.org/10.3390/challe15020028
Novo, C., Tramonti, M., Dochshanov, A. M., Tuparova, D., Garkova, B., Eroglan, F., Uğraş, T., Yücel-Toy, B., & Vaz De Carvalho, C. (2023). Design Thinking in Secondary Education: Required Teacher Skills. Education Sciences, 13(10), 969. https://doi.org/10.3390/educsci13100969
Nurani, Y., Pratiwi, N., & Hasanah, L. (2022). Digital media based on Pancasila values to stimulate character building in early childhood. Journal for ReAttach Therapy and Developmental Diversities, 5(1), 41–49.
Nurhafizah, S., Muthmainnah, M., & Rahmi, P. (2023). Pengaruh Penggunaan Metode Eksperimen Terhadap Kemampuan Pemecahan Masalah Pada Anak Usia 5-6 Tahun di TK IT Azkia Aceh Besar. AlBanna: Jurnal Pendidikan Islam Anak Usia Dini, 3(2), 101–114. https://doi.org/10.24260/albanna.v3i2.2124
Oktavia, D., Khairunnisa, K., Saudah, S., Zulkarnain, A. I., & Hidayati, S. (2024). The Learning Sirah Nabawiyah Through Mini Cinemas for Early Childhood. AlBanna: Jurnal Pendidikan Islam Anak Usia Dini, 4(1), 40–48. https://doi.org/10.24260/albanna.v4i1.2010
Pupala, B., Yulindrasari, H., & Rahardjo, M. M. (2022). Diverstity and centrism in two contrasting early childhood education and care systems: Slovakia and Indonesia compared. Human Affairs, 32(2), 145–161. https://doi.org/10.1515/humaff-2022-0012
Purnama, S. (2020). Penelitian Tindakan Kelas Pendidikan Islam Anak Usia Dini. Remaja Rosdakarya.
Rohiani, D. (2020). Upaya Meningkatkan Kemampuan Fisik Motorik Halus dan Seni (Mewarnai Gambar) Melalui Metode Demonstrasi Pada Anak Kelompokb di TK PKK Rinjani Pringgajurang Kecamatan Montong Gading Kbupaten Lombok Timur Tahun Pelajaran 2017/2018. Jurnal Pendidikan AURA (Anak Usia Raudhatul Atfhal), 1(1), 37–59.
Saxena, A., Lo, C. K., Hew, K. F., & Wong, G. K. W. (2020). Designing Unplugged and Plugged Activities to Cultivate Computational Thinking: An Exploratory Study in Early Childhood Education. The Asia-Pacific Education Researcher, 29(1), 55–66. https://doi.org/10.1007/s40299-019-00478-w
Sriyono, H., Rizkiyah, N., & Widiyarto, S. (2022). What Education Should Be Provided to Early Childhood in The Millennial Era? Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(5), 5018–5028. https://doi.org/10.31004/obsesi.v6i5.2917
Trifunović, A., Pešić, D., & Čičević, S. (2022). Experimental Study: Children’s Perceptions Expressed Through Drawings and Coloring. Perceptual and Motor Skills, 129(4), 1151–1176. https://doi.org/10.1177/00315125221104780
Wahlström, N. (2023). Curriculum policy, teaching, and knowledge orientations. Teachers and Teaching, 29(3), 259–275. https://doi.org/10.1080/13540602.2022.2159364
Wang, N., Rahman, M. N. B. A., & Daud, M. A. K. B. M. (2021). Diversified Talent Cultivation Mechanism of Early Childhood Physical Education Under the Full-Practice Concept – Oriented by Preschooler Mental Health and Intelligent Teaching. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.593063
Yulindrasari, H., & Ujianti, P. R. (2018). “Trapped in the reform”: Kindergarten teachers’ experiences of teacher professionalisation in Buleleng, Indonesia. Policy Futures in Education, 16(1), 66–79. https://doi.org/10.1177/1478210317736206
