SCIENCE LEARNING MODEL TO IMPROVE NATURALIST INTELLIGENCE FOR EARLY CHILDHOOD

Siti Fatonah 
UIN Sunan Kalijaga Yogyakarta: sitifat317@gmail.com. 
 Zuhdan Kun Prasetyo 
Universitas Negeri Yogyakarta: zuhdankp@uny.ac.id.

Abstract: This research aims to commonly analyze the implementation model of science learning for early childhood, and presets the illustration about naturalist intelligence on early childhood. This research is also explained the effectiveness from the implementation model of science learning to improve naturalist intelligence in TK (Kindergarten) Masjid Syuhada Yogyakarta. This research uses qualitative research method which is directed to field research. The data that are used to this research are obtained from observation, collecting from field, interview, and documentation. Based on the research result, it can be concluded that; Firstly, the methods in implementing the science learning for early childhood in TK Masjid Syuhada use methods such as playing, telling story, exemplary, habituation, excursion, demonstration, project and question and answer method. Secondly, naturalist intelligence that can be seen from the science learning is that the children can identify animals and plants around them, they have high interest to the others and nature preservation, love about farming, care to the pets, love to have excursion in nature, love to study about nature, animals as well as plants. Third, the effectiveness in the implementation of science learning to improve children’s naturalist intelligence is curriculum improvement in TK Masjid Syuhada. They are intracurricular and extracurricular learning and basic learning that including basic education in TK Masjid Syuhada as well as evaluation. Effectiveness of science learning can be seen from the evaluation of children’s learning result and their expression, enthusiasm or sprit of the children when following every learning process given by the teacher, and the materials that are supporting the learning process as well as the creativity and innovation of the teacher. 
Keywords: science learning, early childhood, naturalist intelligence

Introduction
Education that is started from early childhood has important role to determine the growth of the children. The growth in the early phase will be the basic and determination for the next growth for the children. As stated by Havighurst that the growth in a phase will determine the next growth. The success of growth in a phase will determine the success of the growth in the next phase.
Parallel with Havighurst, a Moslem philosopher Imam Al-Ghazali stated that children are mandate for their parents. Their heart which still pure is unadorned pearl. They are ready to carved and tend to anything that influence them. If they are familiarized and taught to do kindness then they will grow as a good. Thus, the parents will be blissful in the world and the hereafter as well as the teacher. While, if the children are familiarized to do bad things and left alone such cattle, they will be suffering and ruined. Their sins will also be carried by the people who take responsibilities of them.
Early childhood has unique nature because there are no children who are same in this world. Although children are born as twin, they have different potencies, they have advantages and disadvantages, they have different talents and interest. This is an important period for children’s growth and need handing as early as possible. Early childhood is often called as golden age. It is period where all stimulations of every growth aspect take important role for the next growth of the children. Some education experts believe that the time of early childhood is a rapid and fundamental time progress for the next life.
The increasing of all early childhood’s potencies and intelligence needs various positive stimulations from surrounding. The stimulations can be accustomed so that many children’s potencies function can develop to the positive purposes. The attempt to accustom the stimulations so that it can be directed to the positive purposes is a sense of earl childhood education. 
Human as one of components in environment has responsibility to raise the awareness, knowledge, attitude and behavior in order to preserve the potency of environment supporting resource. One of ways that can be taken is through education. Based on it, positive stimulation from early childhood’s environment is important to be stimulated since early by way of social environment where the children having socialization. It is because controlled social environment will control the children from degeneration of moral and less naturalist intelligence of children. 
According to the research of Howard Gardner, every people is created to have each specialty and uniqueness and explain that that all people has intelligence where there is no people who are not intelligent. From that statement, it can be concluded that the “intelligence” of children is not only determined by the grade in their report book but also from the concept of intelligence that stated by Howard Gardner as intelligence expert. The concepts of intelligence by Howard Gardner are:
1.	The capacity to solve a problem.
2.	The capacity to create new problem to be solved.
3.	The capacity to create something or offer a service which is valuable in a cultural society.
From the concept of intelligence above, Gardner did research and found seven aspects of intelligence and later added by two other aspects of intelligence. Gardner names his concept of intelligence with Multiple Intelligences (MI). Those nine intelligences are linguistics intelligence, logical-mathematical intelligence, intrapersonal intelligence, interpersonal intelligence, musical intelligence, visual-spatial intelligence, bodily-kinesthetic intelligence, naturalist intelligence and existential intelligence.
Naturalist intelligence is an ability to identify and categorize species (flora and fauna) in surrounding, identify the existence of species, map out the relation of some species, and other nature phenomenon. Naturalist intelligence is one of intelligences that being potent to shape the children’s characteristic in the interaction with nature and environment. Since an early age, various potencies need to be trained. This is helpful for the growth along children’s life.
Children have their own world and characteristic which are very different from the world and characteristic of adult. Children are very active, dynamic, enthusiast, and almost always curious about anything they have seen and heard. It something like they never stop learning. From those things, we can use learning process base on nature that can use media and sources variously for learning.
Media and sources for learning that can be used can be categorized into three main parts, they are:
1.	Natural environment
Natural environment is objects and things that are available in nature and can be used as the source for learning. They are including plants, animals, forest, garden, pool, etc.
2.	Physical environment
Physical environment is object that existed surround the children such as building or things that made/build by people such as mosque, post office, etc.
3.	Social environment
Social environment is object, activity, or event that happened in a society that can be used as source for learning such as public figure, market, a flood, etc. 
Then, the children growth that can be attained through those three aspects is aspect integration of comprehension on religion value and moral, physic, cognitive, language, and social-emotional. The children’s growth happens to be continuous. It means that the level of the growth in a phase is expected to be improved qualitatively or quantitatively in the next phase. Based on it, the teacher or the parents is expected to be involved in giving various stimulations in every child’s activities and developing the child’s potencies. Thus, the children can grow well as their growth level. Stimulations of all development aspects has important role for mastering the development duty. Therefore, precise education and learning method for early childhood will be the foundation of their successfulness in the future.
Related to the explanation before, developing science learning is learning method that is implemented by experiments and observes the environment object directly outside the school. According to Collette and Chiappetta, science is defined as a base of human’s activities that can be seen from three different view, they are:
1.	Science as the way to think, it is an activity of human brain that characterized by the thought which happens in someone’s brain which is stimulated with curiosity, imagination, and thought that stimulated with process, attitude, belief, and values.
2.	Science as he way for investigating and researching, this is illustrating of some approaches to build knowledge.
3.	Science as body of knowledge that consists of fact, concept, principle, law, theory, and model.
Based on those point of views, science learning is suitable to use to increase naturalist intelligence of early childhood. When naturalist intelligence of children has been equipped, the children can implement it in the interaction with environment directly so that the children will not wreck such as environmental exploitation that can cause a disaster.
Knowledge is everything that is known whether it is abstract or concrete. Our five senses can be said as the main source of knowledge. They are what the human have since born and then the human perception work to process from what the five senses gained and make it as primary information which is meaningful. Basically, children have high curiosity that becomes base for the children to think scientifically. That curiosity needs to be facilitated by adult including parents and teacher who have role as facilitator and stimulator to give assistant for children. Thus, there will be optimum science learning.
There should be solution from the problems that are happened related to the nature in our earth. One of them is to give education of science learning to early childhood. In the science learning, any intelligence of children can be developed. Learning science as early as possible can be started by introducing the nature and involving the environment. It will enrich the experience of the children and will grow the awareness to the environment. The children will learn to experiment, explore, and investigate the environment so that they will be able to build knowledge and later can be used for the future. There is PAUD (Early Childhood Education Program) in almost village in Yogyakarta city to shelter the growth of early childhood. In Yogyakarta, PAUD becomes forum to raise and educate the children to respect their surrounding environment. One of them is TK Masjid Syuhada in Kota Baru, Yogyakarta.
Through the learning of early childhood education, the children will love and care as well as preserve their surrounding environment. The children are taught to have responsibility for both ethics and moral. It means that the children are taught to have responsibility to themselves, to their surrounding environment and of course to Allah SWT as the Creator of this universe and science learning for early childhood. TK Masjid Syuhada is attempted to raise awareness of the importance keeping and preserving their surrounding nature. Science learning is aimed to make the natural resource in this earth can be used wisely and can avoid disaster caused by human who destroys the environment. From the explanations above, the writer is interested to do this research. The curiosity of knowing further information about how to improve naturalist intelligence of early childhood through science learning also motivate to do this research. 
Begin from the problems that have been stated, there are two objectives of the research. They are; First, the research is aimed to know about the implementation model of science learning, Second, describe about the naturalist intelligence of children, Third, describe the effectiveness of science learning in improving naturalist intelligence of children in TK Masjid Syuhada.
This research is type of field research where the research is done by direct research to the object of research and obtained the data found in field. The data that needed to arrange this research are obtained from TK Masjid Syuhada Kota Baru Yogyakarta. This research chooses location in Jl. Dewa Nyoman Oka 13 RT 018/12, Kotabaru, Gondokusuman, Yogyakarta. This early childhood education program has vision as “Menjadi Lembaga Pendidikan Anak Usia Dini yang Tangguh dalam membimbing anak didik menjadi pribadi yang berakhakul karimah”. The time take for research is started from October 2016 until February 2017.
Triangulation technique and triangulation source are used in this research. Triangulation technique is done by obtaining the data using different techniques such as interview, documentation, and observation. Triangulation source is method where the data are obtained from different sources using same techniques. The sources are the head of the school, teachers, parents and students. 
Data analysis is a process of data classification, categorization, arrangement and elaboration so the data that have been obtained can be significant to answer the problem statement. It can also be significant to achieve the objectives of the study that have been stated. 
This research is kind of qualitative research, so the analysis of the data occurs during the data collecting process and after the data collecting process. The analyzing process occurs from the first step of analysis until the step of drawing conclusion of the research. 
Data collecting technique used in this research are observation, interview, and documentation. To check the validity and reliability of the data, the research uses triangulation data source and technique. 
The data which have been collected then analyzed using qualitative method. Before analyzing process, there are some steps that are used they deducting the data, presenting the data, and drawing the conclusion.
Findings and Discussion
Science Learning
Learning in broad sense is interaction process of someone with the life itself. From the learning process, someone can gain ability. It is appropriate composition of intellectual intelligence, emotional intelligence, and spiritual intelligence. Knowledge, experience, skill and ability are very useful for someone to go through his/her life.
According to many experts who explain about leaning definition, I can be understood that learning is an activity that involved two elements, they are body and soul. Body movement should be in compliance with process of soul which calls on change. The change is not physically but change of soul caused by new impressions or new knowledge into the soul.
According to Hergenhahn and Olson, learning is process of human change into better purpose, having quality, to be useful, being good for self and other people.
Learning process is the development of technology that can be used for learning need. Students are positioned as the subject of learning who have main role so in learning process the students are demanded to have fully activity even individually to learn the learning materials.
According to Reigeluth and Carr-Chelman, learning can be defined “as anything that is done purposely to facilitate learning”. It means that learning can be comprehended as anything which is done by purpose to facilitate the students in learning. Learning is also can be comprehended as the attempt to manage the situation or event of learning in order to facilitate the student to achieve the purpose of learning material.
Definition of Science
Chiappeta as cited in Prasetyo states that nature of science is as a way of thinking, a way of investigating, a body of knowledge. Science is a mental activity (thinking) of people who study on examined field and reveal, explain, and describe the nature phenomenon. Science as a way of investigating gives description about the approaches in arranging the knowledge.
Based on scientist such as Hungeford, Volk, Ramsey, Paul Freedman, Blis, Laubenfels, Sporn, and Chiappeta who discuss deeper on Science Learning, there are three aspects included in science. They are product, process, and attitude building. Those three aspects are related to each other so it cannot be separated. Thus, science is taught involving those three aspects to get active learning process.
Based on some explanations about science, it can be concluded that science is collection of knowledge that obtained through the certain method and an activity of problem solving done by human. It is motivated by curiosity abiut the surrounding world and the result of observation as well as experiment to be understood as knowledge concept.
Introducing science for early childhood is done in order to develop these abilities:
1.	Exploration and investigation, is activity to observe and investigate the object and nature phenomenon.
2.	Developing the skill of basic science process such as doing observation, measuring, using numbers, and communicate the observation result.
3.	Developing curiosity, pleasant, and doing activity of inquiry and innovation.
4.	Understanding the knowledge about things such as the characteristic, the structure, and the function.
Characteristic of Science Learning
Implication of the comprehension in science nature in the learning process is supporting the knowledge of science learning characteristics. Related to this, Carin & Sund give markers as:
1.	Students need to be involved actively in activity that based on science which reflect scientific method and skill of process that point at leading discovery or inquiry.
2.	The students need to be stimulated to do activity which involving activity to search for answer in the problem of scientific society and technology.
3.	The students need to be trained with learning by doing and then reflect it. They should construct the concept, principle, and generalization through scientific process.
4.	The teachers need to use various approaches or leaning model in science learning. The students need to be guided to the understanding of product and learning material through reading, writing, and visiting certain place.
5.	The students need to be helped to understand the limits of science, the values, and the attitude that can be developed through science learning in society so they can make a decision.
Good learning must have a purpose. There are many learning purposes that have been formulated by experts and all of them are aimed to learning idealization. Professional teacher should be able to actualize or at least can come close to the ideal learning process. Aim of ideal learning process is to make the students can realize effective learning attitude. There are some scientific approaches in science learning which are suitable with the characteristics of early childhood, they are:
1.	Playing Method
Playing is one important part of the children’s life. The pleasure and the affection of the children in playing can be used as the chance to learn about concrete things so the creativity and imagination of the children can be developed. Playing as the learning activity in kindergarten is creative and pleasing game. Besides, playing can give chance to the children to develop the imagination and train their creativity.
2.	Telling Story Method
Story is one of literatures that have enjoyment and beauty. It will be very satisfying for the children or even adult if the author and the reader are well.
3.	Exemplary Method
Exemplary method is learning method by way giving example. It can be done by creating intimate society in a school for each individual, the attitude of the teacher to other teacher which shows good ethics. It can also be done indirectly by giving illustration of exemplary stories.
4.	Habituation Method
Habituation method is a way that can be one to make the students familiar to thinking, to behave and to act appropriate with Islamic instruction. Education with habituation and training is one of main contributor for education. It is also become one of facilities in order to raise the children faith and normalize their moral. This thing starts from face to face concern, giving warning and motivation, as well as other instruction and guidance.
5.	Excursion Method
This method is done by asking the students to visit an object to give learning experience which they have not found in the class. Excursion as the learning method gives the opportunity for the children to observe. With that method, the children can hear, feel, see, and implement directly. The children can hear the sound of birds, water, plants and others. The children can feel the cold of the water, the hot of the sun, the blow of the wind, and others. They can also see various kind of plants, shape of the things that they’ve seen. The children can touch the tree’s skin surface, leaves, rocks, and other things. Excursion also can be done in places such as zoo, museum, and historical tourism.
Science learning with excursion method can be done by visiting the garden near the school to see various kinds of plants or flowers. Through this activity, the children can see, identify, and directly observe the objects.
6.	Demonstration Method
Demonstration method is learning process that is done by teacher or other people which is specially asked or the students themselves that show process on some students in the class. The example is how the process to take wudlu (ablution) before shalat, the process of shalat, or the process of how the things can be floated and drown and so on. This is learning method by demonstrating the things, events, rules and orders to do certain activity which can be done directly or using relevant media with presented discussion or material.
7.	Project Method
Project method is one way to give learning experience to the children. This method is developed by William H. Kilpatrich. The method is developed to be based on John Dewey’s concept, learning by doing.
The implementation of this project method is demanding on teacher’s creativity to find activity and arrange the plan of project activity which is suitable with children. The teacher should prepare material and tools that will be used to do a project. It is undertaken to determine how far the potency of the children. The project is expected to improve the children creativity as well.
8.	Question and Answer Method
Question and answer method is a way to deliver the lesson by teacher by way giving question to the students. The students will answer the question and there will be dialogue between teacher and student. Question and answer is all forms of question from students or inverse whether it is in the beginning, in the middle or in the end of the lesson. Question and answer includes all chapter materials, sub chapter or others that have been given or still being discussed. Answer and question are given to know how far the student can understand the materials given.
Naturalist Intelligence of Early Childhood
Naturalist intelligence is relevant with the things that are natural in human. According to Sri Widayati, naturalist intelligence is the ability to identify any kinds of flora, fauna and other natural phenomenon such as the origin of animal, plants growth, solar system existence, galaxies, and others. In other word, this intelligence has close relation with someone’s ability to interact with surrounding environment. It is in compliance with Reusseau’s theory who states that children have their own way to see, think, and feel which correspond with nature conception. Nature is something like concealed teacher that stimulates the children to develop their different ability in different developing phases.
In addition, Amstrong gives limitation about naturalistic intelligence as “expertise in the recognition and classification of the numerous species the flora and fauna of and individual’s environment”. It means that naturalistic intelligence is a skill to identify and classify various species including flora and fauna in an environment.
The children who have strong naturalist intelligence have interest to the outside world or fauna which arise since early age. Through this intelligence, the children have interest to the nature and use the nature as well as possible. It will not destroy the surrounding environment. The children can also use the signs of the nature to make better life.
Science Learning Method in TK Masjid Syuhada Yogyakarta
The implementation of science learning in TK Masjid Syuhada Yogyakarta is uses some methods such as:
1.	Playing Method
Activities in TK Masjid Syuhada Yogyakarta which use playing method are: playing color game, construction and creative game, matching game, move and song game.
2.	Telling Story Method
Learning activities in TK Masjid Syuhada Yogyakarta which use telling story method are: telling story about the flood occurrence, story about the advantage to queue and others.
3.	Exemplary Method
The activities in TK Masjid Syuhada Yogyakarta in exemplary method are done by raising positive value direct or indirectly (giving illustration of exemplary stories).
4.	Habituation Method
The activities in TK Masjid Syuhada Yogyakarta through habituation method are giving rules when playing and after playing.
5.	Excursion Method
The activities of excursion method in TK Masjid Syudaha are done by: visiting school garden, swimming pool and other places.
6.	Demonstration Method
The activities that are done in TK Masjid Syuhada Yogyakarta in implementing demonstration method are: introducing floating and drowning concept uses used things as media and also uses egg that entered in salty water and normal water.
7.	Project Method
The activities to implement project method in TK Masjid Syuhada Yogyakarta are done by: giving assignment to the students such as creating fruits satay, sewing, and others.
8.	Question and Answer Method
The activity that is done in TK Masjid Syuhada Yogyakarta in implementing question and answer method by evaluate the learning process using question and answer so the teacher will know the students’ understanding about given materials. The example is when teacher ask the children about things that can be floated or drown.
Children’s Naturalist Intelligence in TK Masjid Syuhada
Naturalist intelligences that can be seen in TK Masjid Syuhada’s children are:
1.	They can identify numerous animals and plants in surrounding environment
2.	They have high interest to the others and nature preservation
3.	They love faming
4.	They love to care for the pets
5.	They love to have excursion to the nature
6.	They will be enjoyed when learning about nature, animal, and plants
Effectiveness of Science Learning in TK Masjid Syuhada
The effectiveness in implementing science learning to increase children’s naturalist intelligence can be seen from the developing of TK Masjid Syuhada’s curriculum. It includes intracurricular and extracurricular learning and basis learning such as basic education in TK Masjid Syuhada, evaluation, children’s expression, and children’s enthusiasm in joining every lesson, material that supported the lesson as well as teacher’s creativity and innovation.
Conclusion
Science learning of early childhood in TK Masjid Syuhada is very important to be developed. Based on the research and discussion, it can be concluded that:
First, science learning is clarified as learning process related to the nature activity inside or outside of the school. With this science learning where it started from the introduction of the nature, natural thins, up to take the children to the real nature is important for early childhood’s knowledge. In the implementation, science learning is done indoor and outdoor. The action taken by TK Masjid Syuhada related to the science learning is planning. It is done by creating natural and science center working procedure. In the implementing of science learning in TK Masjid Syuhada, each theme given to the student can be explored by teacher related to give knowledge to the children. Science learning in TK Masjid Syuhada uses various methods. It is done by various activities such as playing, telling story, habituation, exemplary, excursion, demonstration, project, question and answer and other methods. Learning process in the class id done by using natural things and using pictures related to the presented nature.
Second, theoretically, science learning can improve child’s naturalist intelligence because the children are learned and identified the nature closely. It can be said that early childhood education concept is conscious attempt in the process of giving knowledge to children to know their environment. They are taught to think creatively to the next education level. The implementation of science learning also can raise instinct and spirit to care for the nature and preserve the nature. Thus, the children will use and manage natural source wisely in the future.
Third, science learning in TK Masjid Syuhada has been done effectively. It can be seen from the science learning process which is specific, clear and satisfying so it raises the children’s naturalist intelligence. The next result is that giving knowledge to the children through realistic object, learning process can run as well and give pleasure experience to the children. The example is inviting the children to grow crops. Then, they will explore more by playing with ground, examining the plants, creating building with ground, playing water and so on. those activities become the realization of learning process given by teacher so that the children can be closer with the nature.
Based on the research result drawn on a conclusion, there are some suggestions that can be delivered by the writer:
1.	The teacher should provide some games or media for learning to support the development of science learning for children. It can maximize the supporting activity to develop science learning.
2.	Early childhood’s teachers should learn and enlarge their knowledge about science learning. Thus, the learning process will be more pleasing and meaningful. Basically, science learning should involve high creativity and innovation so that the children will easily to know and to understand the concept of science given by teachers.

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