BERPIKIR KRITIS (CRITICAL THINKING) ANAK USIA DINI DALAM PEMBENTUKAN KONSEP SAINS (CONCEPT FORMATION SCIENCE) PADA KEGIATAN STORYTELLING

ISNAINI SHOLIHA HASIBUAN, . (2025) BERPIKIR KRITIS (CRITICAL THINKING) ANAK USIA DINI DALAM PEMBENTUKAN KONSEP SAINS (CONCEPT FORMATION SCIENCE) PADA KEGIATAN STORYTELLING. Magister thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan untuk menganalisis bagaimana kegiatan berpikir kritis (critical thinking) anak usia dini pada buku cerita dan pada kegiatan storytelling serta berpikir kritis yang terbentuk dalam pemahaman sains (concept formation science). Critical thinking merupakan keterampilan yang dapat dilatih melalui pembelajaran sains pada kegiatan storytelling. Hal ini membantu anak mengembangkan kemampuan berpikir logis, memecahkan masalah, dan membuat keputusan yang lebih baik. Storytelling dikaitkan dengan tema sains dapat membantu membangun concept formation science melalui representasi konkret dalam cerita, visualisasi, dan pengulangan narasi. Penelitian ini menggunakan metode penelitian kualitatif dengan pendekatan studi kasus. Adapun subjek penelitian ini adalah kepala sekolah, guru, dan anak berusia 5-6 tahun di salah satu Satuan Pendidikan Anak Usia Dini. Penelitian ini menggunakan purposive sampling sebagai teknik pengambilan sampel. Pengumpulan data dilakukan melalui observasi alami, wawancara, dan dokumentasi. Teknik analisis data menggunakan model penjodohan pola Campbell. Hasil penelitian menunjukkan bahwa integrasi cerita dalam pembelajaran sains memberikan kontribusi yang signifikan terhadap kemampuan berpikir kritis serta pemahaman konsep ilmiah anak, Ketika anak diajak menganalisis penyebab-akibat dalam cerita, membandingkan persitiwa yang berbeda dan menyimpulkan hasil, anak sekaligus membangun pemahaman konseptual yang lebih bermakna. ***** This research aims to analyze how critical thinking activities in early childhood occur in storybooks and in storytelling activities, as well as the critical thinking that is formed in science concept formation. Critical thinking is a skill that can be trained through science learning in storytelling activities. This helps children develop logical thinking skills, solve problems, and make better decisions. Storytelling related to science themes can help build science concept formation through concrete representations in stories, visualizations, and narrative repetition. This research uses a qualitative research method with a case study approach. The subjects of this research are the school principal, teachers, and children aged 5 to 6 years in one Early Childhood Education Unit. This research uses purposive sampling as a sampling technique. Data collection is conducted through natural observation, interviews, and documentation. The data analysis technique uses the Campbell pattern matching model. The results of the research show that the integration of stories in science learning significantly contributes to children's critical thinking skills and scientific concept understanding. When children are invited to analyze cause and effect in stories, compare different events, and conclude results, they simultaneously build a more meaningful conceptual understanding.

Item Type:	Thesis (Magister)
Additional Information:	1). Ade Dwi Utami, M.Pd., Ph.D; 2). Prof. Dr. R. Sri Martini Meilanie, M.Pd
Subjects:	Pendidikan > Media Pembelajaran
Divisions:	FIP > S2 Pendidikan Anak Usia Dini
Depositing User:	ISNAINI SHOLIHA HASIBUAN .
Date Deposited:	13 Aug 2025 01:46
Last Modified:	13 Aug 2025 01:46
URI:	http://repository.unj.ac.id/id/eprint/60518

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