Implementation of the Experimental Method to Improve Science Skills in Group B Early Childhood Students at Cempaka Putih Early Childhood Education Center (PAUD) in the 2025/2026 Academic Year
DOI:
https://doi.org/10.58258/18q44b40Keywords:
Classroom action research; Color-mixing activities; Early childhood education; Experimental method; Science skills.Abstract
Science learning in early childhood education is essential for developing children's cognitive abilities through direct observation, exploration, and experimentation. However, science instruction at Cempaka Putih Early Childhood Education Center (PAUD) remained predominantly teacher-centered, limiting children's participation in scientific activities and resulting in underdeveloped science skills, particularly in recognizing primary and secondary colors. This study aimed to improve the science skills of Group B children through the implementation of the experimental method using color-mixing activities. The study employed Classroom Action Research based on the Arikunto model, involving 12 Group B children during the 2025/2026 academic year. The research was conducted in two cycles, each consisting of planning, action, observation, and reflection stages. Data were collected through observation, interviews, and documentation and analyzed using quantitative descriptive and qualitative techniques. The results showed that the number of children categorized as Very Well Developed (BSB) increased from 1 child in the first meeting of Cycle I to 5 children at the end of Cycle I, 7 children in the first meeting of Cycle II, and 10 children at the end of Cycle II. Meanwhile, the Beginning to Develop (MB) category decreased from 6 to 0, and the Not Yet Developed (BB) category decreased from 3 to 0. These findings demonstrate that the experimental method effectively improved children's science skills through active, hands-on learning experiences.References
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