Ahyadapi, Normila (2024) Implementation of Science Learning Through the Little Scientist Program at PAUD IT Athaira Modern School, Banjarbaru City. Skripsi, Tarbiyah dan Keguruan.

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ABSTRAK

Science learning for early childhood is how to understand science based on children's views. However, it must still involve knowledge, affective and psychomotor aspects so that the knowledge to understand concepts is obtained through the thinking process by having process skills and a scientific attitude. This research aims to describe the implementation of science learning through the little scientist method at PAUD IT Athaira Modern School, Banjarbaru City, as well as the factors that influence it. This research uses a qualitative descriptive research approach. The subjects in this research were the principal, 1 educator, and students at group b level at paud it athaira modern school, banjarbaru city. Data collection techniques used by researchers are interviews, observation and dokumentation. The results of this research show that the implementation of science learning through the little scientist program in developing simple science skills for children at PAUD IT Athaira Modern School, Banjarbaru City is able to develop children’s science abilities. This can be seen in the understanding that children have and their high level of curiosity when doing little scientist activities. The little scientist implementation program includes planning, educators look for reference sources for simple, interesting and varies science experiments via google and youtube. then, at the implementation stage, educators try first to find out the failures and successes of the experiment, then the educator sets an example in front of the children using the meaning method and the experimental method, children get 1 main opportunity in each evaluation meeting to focus on the little scientist program. At the end of the activity, educators provide input regarding materials that they feel are not suitable and can be replaced in the next experiment. Supporting factors are support from the school principal, educators, as well as students. The inhibiting factors in its implementation are time, students understanding, class management and the little scientist program schedule

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