Pendekatan saintifik di Taman Kanak-kanak. Jurnal. Pendidikan Usia Dini. Vol 11, edisi 1 Hal.67-82. Suryana.D (2016). Early Childhood Education Based on.
Mathematical learning model based on scientific approach in preschool D. Suryana Universitas Negeri Padang, Padang, Indonesia
ABSTRACT: Development of scientific-based mathematical approach. Scientific learning is an effort to achieve learning objectives through the activities of children are expected to develop the ability to observe, ask, try, reason, and communicate. Mathematical ability of children is expected to develop well through learning activities that provide stimulation of potential that is owned by small children. The research method uses 4D, which consists of four stages: "Define, design, develop, and disseminate." The result of this research development is Mathematics teaching material arranged in the form of 13 themes, and in learning mathematics developed basic concepts of learning mathematics that can be applied to the learning in the age group of kindergarten. The concepts taught to children are: Figures and Mathematical Operations; Shape and Space; Measurement; Pattern; Analysis and estimation of data. The material is prepared according to development stage. Hopefully this model of mathematics teaching materials can be understood and can be used by teachers as a reference in teaching and learning process in the classroom, so the ability of children in learning mathematics will be able to develop well and can be a solid foundation for development.
1 INTRODUCTION Currently the development of early childhood math skills is still in the trial and error stage. Teachers do not yet have a proper learning concept in the development of early childhood mathematics. learning early childhood mathematics development is still oriented to the ability of instant mathematics, so that children do not develop according to the stage of development. Early age is an effective age to develop the potential of children. Efforts to develop these potentials can be done in various ways including through the game. Playing activities in the early childhood is expected to not only relate to efforts to develop the basic skills of children. At an early age a child's interest in something new is huge. Around the environment of many children's life can be used as a source and learning media. Examples of basic skills that can be developed through play and the source can be found around the child's environment is Mathematics. Therefore it can be said that Mathematics has become part of the daily life of the child. The problem that arises in the community, is the opinion of some people who say that early childhood should not be taught Math. Mathematics may be taught to young children by
using strategies, methods and supported by the media. One of them is the math game. The game of Mathematics is part of the mathematics needed to cultivate math skills that are very useful for everyday life, especially the concept of numbers which is the basis for the development of mathematical ability. In other words, mathematical games in early childhood are necessary to develop basic mathematical knowledge, so that children are mentally prepared to follow further mathematics learning in primary schools, such as the introduction of the concept of numbers, symbols of numbers, colors, shapes, sizes and positions through various forms of tools, and Fun play activities. In addition, mathematical games are also needed to form a logical, critical, careful, creative and disciplined attitude in the child. The application of a scientific approach to learning in the learning process involves the process, such as observing, classifying, measuring, predicting, explaining, and concluding. In carrying out these processes, teacher assistance is needed. According to Hosnan (2013) The scientific method is highly relevant to three learning theories, namely Bruner's theory, Piaget's theory, and Vygotsky's theory. Bruner's learning theory is also called the
discovery learning theory. There are four main points related to Bruner's theory of learning. First, the individual only learns and develops his mind when he uses his mind. Secondly, by performing cognitive processes in the process of discovery, the child will acquire intellectual sensation and satisfaction which is an intrinsic reward. Thirdly, the only way that one can learn the techniques of discovery is to have the opportunity to make discoveries. Fourth, by making the discovery it will strengthen the retention of memory. Four of the above are corresponding to the cognitive processes required in learning using scientific methods. Mathematical learning is so easy to apply, then used scientific ascension (Suryana, 2016). The scientific approach used is in accordance with the applicable 2013 curriculum in Indonesia, namely through the approach of questioning, observing, asking, gathering information, associating, and communicating. The scientific approach by observing is also developed through the development of themes that meet the standards of development of themes such as simple, close to the child, incidental, and interesting. The scientific approach to observe, then the teacher must use the media directly or other media that can be observed by the child, so that children will be able to identify through the five senses. The scientific approach of questioning, is a dialogical approach between teacher and child on a predetermined theme, asking which children do can develop children's thinking skills. The scientific approach of collecting information, is the child trained to conduct experiments, looking for sources of learning from books, discussions and from the internet. The associate scientific approach is to develop the child's ability to connect old information with new ones. Scientific approach to communicate is the ability of children in conveying ideas and knowledge in the form of verbal or non verbal communication after the learning process. (Jackman, 2009) In general, counting games in early childhood aims for children to learn the basics of numeracy learning, so that in time later the child will be better prepared to follow the learning of mathematics in the next level is more complex. In particular, mathematics play in early childhood education aims at making children: able to think logically and systematically early, through observation of concrete objects, pictures or figures around children; Can adjust and involve themselves in the life of a society that in daily life requires mathematical skills; Having a high accuracy, concentration, abstraction and high appreciation; Having an understanding of the concept of space and time and can estimate the likelihood of the sequence of events occurring around them; Have creativity and imagination in creating something spontaneously. (Lee, 2011)
The game of mathematics in early childhood basically follows the principles of general learning activities for all the development that will be achieved through various capabilities according to the early childhood education curriculum 2013. The principles in mathematical games in early childhood are as follows: The game of mathematics is gradually begun By counting objects or experiencing concrete events experienced through observation of the natural surroundings; The knowledge and skills of the arithmetic game are gradually brought to the level of difficulty, for example from concrete to abstract, easy to difficult, and from simple to more complex; The game of mathematics will work if children are given the opportunity to participate and be stimulated to solve their own problems; The game of math requires a pleasant atmosphere and provides a sense of security and freedom for the child. For that purpose props / media that are suitable for the purpose, interesting and varied, easy to use and not dangerous; The language used in the introduction of the concept of counting should be simple language and if possible take the example contained in the environment around the child; In child mathematics games can be grouped according to the stage of mastery of mathematics namely the concept stage, transition period and symbol; In evaluating the child's development outcomes should start from the beginning to the end of the activity.(Suryana, 2017)
2 RESEARCH METHODS This study uses 4-D model (four D models). According to Sugiyono (2011: 404) the 4-D model stages are: define, design, development, and disseminate. However, due to the limited power, cost, and time of the author, the dissemination stage is only done on a limited scale of other classes or other schools that meet the needs of the researcher. This development procedure is in accordance with the stages of the 4-D development model. This development activity begins with analyzing the curriculum, designing instructional materials and so on the development of teaching materials following the development steps of teaching materials, The steps of the teaching materials development design above can be specified as follows: Defining stage aims to define and define the requirements required In the development of teaching materials.
3 RESULTS AND DISCUSSION The defining stage aims to define and define the requirements required in the development of teaching materials. This stage is done by analyzing the objectives within the boundaries of the developed subject matter. Instruments used at this stage are observation sheets and questionnaires for interviews. There are three steps to be taken at the definition stage: Curriculum Analysis At this stage, a review of the Education Unit Level Curriculum for the development of mathematical skills is undertaken. The curriculum analysis is done by analyzing basic competencies and Indicator and activity plan which aim to know the material coverage, the formulation of indicators and the learning objectives as well as the selection of appropriate strategies as the basis for developing the expected teaching materials. Core Competence Analysis and Basic Competency Early Childhood Education Curriculum 2013 Early Childhood Education is not specific about Math materials and methods for early childhood, it can be seen in core competencies 3 and 4 in basic competencies: 3.6 Knowing objects -first around it (name, color, shape, size, pattern, nature, sound, texture, function, and other characteristics); 4.6 Conveying about what and how familiar objects (names, colors, shapes, sizes, patterns, traits, sounds, textures, functions, and other characteristics) through various works. (Suminah e.t.c, 2015) Material: a. Two-dimensional shape (square, triangle, round, faceted). b. Three-dimensional shapes (cubes, beams, pyramids, tubes), size (long-Short, large, small, light-weight, long-lasting) number (unitsdozens) c. Compare objects by size d. Sort objects by series e. Sort objects by 5 series f. ABC-ABC pattern, ABCD-ABCD based on the order of color, shape, Size, sound, color, function, source, etc. (NAEYC, 2002) The results of curriculum analysis states that the needs of early childhood especially aged 5-6 years, teachers are still confused in understanding mathematics for early childhood, so it is not optimal in teaching mathematics. It can be seen from the Plan of Daily Planning Program in carefully, from the results it can be concluded that the teaching of mathematics of children there is no concept that can be made grip for teachers. (Suryana, 2016)
Needs analysis aims to know the description of conditions in the field related to the learning process of mathematics development of children. What kind of field needs are needed by children of kindergarten age. Early childhood requires the concept of mathematical learning appropriate for the development of math skills itself, according to the stage of its development, they require understanding, including: numbers and operations of Mathematics; Shape and space; Measurement; Patterns, and; Data analysis and estimates; Analysis Learners At this stage the researcher develops the learning development plan which includes: a. Basic Mathematical Concepts b. Mathematical Matter for Early Childhood. Figures and Mathematical Operations: 1. Introduction and Understanding of Figures 2. Introduction and Application of Numbers in the 3. child's daily life 4. Addition in various ways 5. Digging ability higher numbers 6. Operation of numbers with real objects 7. Understanding associations between numbers 8. Understanding and use of consecutive numbers Shapes and Spaces 1. Explores the various places, directions, and distances around the child's environment 2. Introduction and use of vocabulary related to location, direction and distance 3. Small space exploration 4. Exploring the shape of the existing form around the child 5. Compile and use two-three form puzzles 6. Constructing objects with two-three forms Measurement 1. Introduce simple measuring equipment 2. Introduce and use vocabulary and parts related to measurement 3. Looking for various objects that can be measured by measuring instruments taught 4. Measurement using approximate 5. Measurement using units not standardized 6. Measurement using standardized units Patterns 1. Find the pattern of objects around the child 2. Formulate and shape patterns 3. Make various patterns Data Analysis and Estimation 1. Collecting data
2. Develop equations and differences between objects 3. Calcification of objects according to the AB AB pattern 4. Presentation of data using tables, images, graphics, and so forth. 5. The introduction and use of vocabulary according to the possibilities 6. Estimates and reasons for data-driven possibilities 4 CONCLUSIONS Mathematics can be developed through a scientific approach by developing the ability to observe, question, collect information (collect information through reading books, trying or experimenting, discussing and searching information over the internet), reasoning and communicating. The concepts taught to children are: Figures and Mathematical Operations; Shape and Space; Measurement; Pattern; Data analysis and Estimates. The material is prepared according to the stage of child development. Math learning through this scientific approach can be understood and can be used by the teacher as a reference in the learning process in the classroom, so the ability of children in learning mathematics will be able to develop well and can be a solid foundation for the development of learning mathematics in the next stage. However, due to limited time and funds, this research is still a lot of shortcomings and does not close the possibility to get constructive criticism and can also be developed through subsequent studies.
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