735
Views
543
PDF Downloads
30
XML Views
Open Access
Enhancing Critical Thinking in Early Childhood through STEAM-Oriented Busy Board Media: A Development Study
Main Article Content
Abstract
This study explores the development and effectiveness of STEAM-based busy board media in enhancing critical thinking skills among children aged 5-6 years. Using the ADDIE model, we created a dual-sided active board integrating science, technology, engineering, arts, and mathematics elements. This research examines the effectiveness of STEAM-based busy board media in improving critical thinking skills in 5-6-year-old children. The study utilized the ADDIE model to create a dual-sided board incorporating science, technology, engineering, arts, and mathematics elements. Conducted in Sidodadi Village kindergartens, the methodology included expert validations, trials, and pretest-posttest evaluations. The initial analysis highlighted the absence of specific media to foster critical thinking in this age group. The busy board was deemed feasible, appropriate, and safe by experts. Significant enhancements in children's critical thinking were observed, with post-test results indicating considerable progress. Statistical analysis using SPSS 22 confirmed the busy board's positive impact, emphasizing STEAM's role in early childhood education. The box panel received high effectiveness ratings in expert assessments (85.3%, 76.1%, 87.1%, and 67.7%). The hypothesis test significantly affected critical call thinking development (0.000 < 0.05). Both expert and user evaluations attested to its effectiveness, with trials showing notable improvements in early childhood critical thinking. However, the study was limited by its geographical focus and lacked long-term impact assessments. These results support the inclusion of sensory tools in early education and call for further investigation into their more comprehensive and action-oriented long-term benefits.
Keywords:
Downloads
Metrics
Introduction
Early childhood is a pivotal period for providing the proper stimulation to foster all aspects of a child's development. According to Indonesia's Law No. 20 of 2003 on the National Education System, Early Childhood Education (ECE) aims to nurture quality human resources. This is achieved by stimulating children to grow and develop optimally for their age while also imparting early knowledge, skills, and abilities to prepare them for future education and challenges(Gunawan, 2019)
In the context of the 21st century's challenges, ECE curricula are increasingly focused on equipping children with problem-solving abilities, critical thinking skills, knowledge of information technology, and communication skills (Husain Kaharu, 2020; Island et al., 2021). The rapid pace of globalization necessitates that human resources adapt and learn a variety of skills to more easily navigate daily challenges, including critical thinking (Choiriyah, 2022; Kiriktaş Şahin, 2021; Rahmasari et al., 2021)
Experts generally agree that critical thinking involves the capacity to analyze, assess, evaluate, and solve problems through rational logic(Amalia & Wuryandani, 2020)(Amalia & Wuryandani, 2020). However, for young children in the concrete preoperational stage, critical thinking means processing thoughts based on experienced scientific processes instead of accepting or rejecting others' opinions and ideas(Chresty, 2015). Synthesizing indicators of critical thinking and scientific methods reveal signs of critical thinking in children, including observing, analyzing, forming hypotheses, drawing conclusions based on facts, and communicating with others (Santín Torruella, 2017). However, it has been noted that over the past two decades, 70% of high school students possess only minimal competencies in literacy, numeracy, and critical thinking skills(Fitri, 2021). This issue is partly attributed to the uneven distribution of educational facilities and resources, including learning media.
In Early Childhood Education, media is a pivotal tool in lesson planning, functioning as intermediaries in various forms such as humans, objects, or materials. This approach facilitates the acquisition of insights and information(Kristanto, 2016)(Zaman et al., 2010). It is posited by Newby, Stepich, Lehman, and Russel that media act as messengers, aiding in communication and enhancing learning outcomes(Kristanto, 2016).
A critical component of this educational stage is the integration of STEAM (Science et al.) activities, which are instrumental in cultivating critical thinking skills in young children. This methodology enables children to delve into multiple disciplines under a unified theme. For instance, when exploring the theme of animals, children can learn about the science of animal growth, leverage technology in food processing, design animal enclosures through engineering concepts, express themselves in animal-themed art, and develop mathematical skills like measurement and pattern recognition(Gunawan, 2019)(Hadinugrahaningsih et al., 2017)(Hasbi, 2021). Additionally, the emphasis on play-based activities in STEAM learning fosters essential 21st-century skills such as technological proficiency, critical thinking, and innovationing good character(Nurdiana et al., 2020). Furthermore, a conducive and safe learning environment supports children's exploration and comfort during STEAM(Wahyuningsih et al., 2019).
The practical implementation of STEAM learning involves meticulous planning, including the development of daily learning programs, the preparation of materials and media, and the design of strategies and techniques for the learning process. A critical factor in the success of STEAM learning is the careful selection and preparation of media, which aids in integrating scientific thinking, technology use, and problem-solving techniques for meaningful learning experiences(Hasanah et al., 2021)(Ng et al., 2022).
A preliminary study conducted by researchers in all kindergartens in Sidodadi Village concluded that STEAM content had been implemented. However, media use is still not optimal, impacting the success of STEAM learning. Moreover, in the latest curriculum, namely, the independent curriculum, which is starting to be slowly implemented in every early childhood education institution, STEAM is one of the elements of maximized achievement. From the facts of findings in the field and the synthesis of theories and previous research studies, researchers provide ideas to develop one of the media containing STEAM material. They are assumed to be able to develop critical thinking skills by the demands of 21st-century potencies, namely critical thinking adapted to the age of 5–6 years, namely busy board media.
This aligns with previous research findings: busy board educational game tools train fine motor skills and cause pleasure when playing them(Yuliasari et al., 2020). After testing the effectiveness of their use in optimizing motor skills and sensory coordination, it was concluded that busy boards have a significant effect(Anugrah et al., 2021). Another finding in the field is that active board media not only affects one aspect of development but holistically has an impact on helping the development of other aspects of child development(Dimas & Akmal, 2022)(Dimas & Akmal, 2022).
Despite the recognized importance and implementation of STEAM content in early education, gaps remain in the optimal use of media to support these learning objectives. Preliminary studies in Sidodadi Village kindergartens reveal that while STEAM content is incorporated, the media used is not yet fully effective, impacting the overall success of STEAM learning. This gap presents an opportunity for innovation in learning media, particularly in the context of the evolving independent curriculum, which emphasizes STEAM as a critical component of early education.
This study aims to develop and evaluate the effectiveness of Busy Board media in STEAM learning environments for enhancing critical thinking skills in children aged 5-6 years. Busy Boards, traditionally used for sensory development in younger children, are
Article Details
How to Cite
Copyright
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright Notice
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal, provided that the work is not used for commercial purposes.
- Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
Privacy Statement
The names and email addresses entered in this journal site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party.
References
Adawiyah, S. R., Hamdani, N. A., & ... (2018). Penggunaan Media Film Dalam Meningkatkan Pemahaman Dan Berpikir Kritis Siswa Pada Mata Pelajaran Bahasa Inggris. Jurnal Teknologi Pendidikan Dan Pembelajaran, 3, 486–495.
Amalia, S., & Wuryandani, W. (2020). Socio-Cultural Based Learning Module for Critical Thinking Ability in Elementary School: Systematic Search. Acta Educationis Generalis, 10(2), 180–187. https://doi.org/10.2478/atd-2020-0017
Anugrah, D. P., Chairilsyah, D., & Puspitasari, E. (2021). Pengembangan Media Busy Board untuk Meningkatkan Kemampuan Motorik Halus Anak Usia 4-5 Tahun di RA Al-Hidayah Pekanbaru. Jurnal Pendidikan Tambusai, 5(3), 10339–10347.
Budiastusi, D. ; B. A. (2014). Validitas dan Reliabilitas Penelitian. In Metode Penelitian Pendidikan Matematika. Mitra Wacana Media.
Choiriyah, et al. (2022). The Effectiveness of Multimedia Learning for Distance Education Toward Early Childhood Critical Thinking During the COVID-19 Pandemic. European Journal of Educational Research, 11(3), 1245–1257.
Chresty, A. (2015). Peningkatan Kemampuan Berpikir Kritis Melalui Metode Eksperimen Berbasis Lingkungan. Jurnal Pendidikan Usia Dini, 9(2), 343–361. http://journal.unj.ac.id/unj/index.php/jpud/article/view/3509
Cohrssen, C., Garvis, S., & Cohrssen, C. (2021). Embedding STEAM in Early Childhood Education and Care. Springer Nature Switzerland AG. https://doi.org/10.1007/978-3-030-65624-9_5
Dimas, A. P., & Akmal, N. (2022). Pengenalan Permainan Busy Board untuk Membantu Perkembangan Anak Usia Dini di UPT PPRSA Inang Matutu Makassar. Jurnal Dedikasi, 24(1), 39–42.
Fitri, S. F. N. (2021). Problematika Kualitas Pendidikan di Indonesia. Jurnal Pendidikan Tambusai, 5(1), 1617–1620.
Gunawan, P. (2019). Model Pembelajaran STEAM (Scient, Technology, Engineering, Art, Mathematics) dengan pendekatan saintifik.
Hadinugrahaningsih, T., Rahmawati, Y., Ridwan, A., Budiningsih, A., Suryani, E., Nurlitiani, A., & Fatimah, C. (2017). Ketrampilan Abad 21 dan STEAM (Science et al.).
Hasanah, A., Hikmayani, A. S., & Nurjanah, N. (2021). Penerapan Pendekatan STEAM Dalam Meningkatkan Kreativitas Anak Usia Dini. Jurnal Golden Age, 5(02), 275–281. https://e-journal.hamzanwadi.ac.id/index.php/jga/article/view/3561
Hasbi, D. M. (2021). Membangun Dasar STEAM Melalui Kegiatan Main. Kementerian Pendidikan, Kebudayaan, Riset dan Teknologi, Direktorat Jenderal Pendidikan Anak Usia Dini, Pendidikan Dasar dan Pendidikan Menengah Direktorat Pendidikan Anak Usia Dini.
Hasibuan, R., Fitri, R., & Dewi, U. (2022). STEAM-Based Learning Media: Assisting in Developing Children’s Skills. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(6), 6863–6876. https://doi.org/10.31004/obsesi.v6i6.3560
Hidayat, F., & Nizar, M. (2021). Model Addie (Analysis, Design, Development, Implementation and Evaluation) Dalam Pembelajaran Pendidikan Agama Islam. Jurnal Inovasi Pendidikan Agama Islam (JIPAI), 1(1), 28–38. https://doi.org/10.15575/jipai.v1i1.11042
Husain, R., & Kaharu, A. (2020). Menghadapi Era Abad 21: Tantangan Guru Pendidikan Anak Usia Dini di Kabupaten Bone Bolango. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 85. https://doi.org/10.31004/obsesi.v5i1.527
Island, F., Islands, G., Fuke, Y., Iwasaki, T., Sasazuka, M., & Yamamoto, Y. (2021). Pentingnya Keterampilan Belajar di Abad 21 sebagai Tuntutan dalam Pengembangan Sumber Daya Manusia. Lectura : Jurnal Pendidikan, 71(1), 63–71.
Itsna, A., Munawar, M., & Hariyanti, D. P. D. (2022). Stimulasi Kemampuan Berfikir Kritis Anak Usia Dini Di Masa Belajar Dari Rumah (Bdr). Wawasan Pendidikan, 2(1), 32–39. https://doi.org/10.26877/wp.v2i1.9608
Kiriktaş, H., & Şahin, M. (2021). Effects of Poe on Pre-School Students’ Critical Thinking and Poe Skills. International Online Journal of Primary Education (IOJPE), 10(2), 492–509. www.iojpe.org:https://orcid.org/0000-0002-5230-3041:https://orcid.org/0000-0003-4247-483X
Kristanto, A. (2016). Media Pembelajaran. In Bintang Sutabaya. Bintang Surabaya.
Natalina M., D. (2018). Menumbuhkan Perilaku Berpikir Kritis Sejak Anak Usia Dini. Cakrawala Dini: Jurnal Pendidikan Anak Usia Dini, 6(1), 1–6. https://doi.org/10.17509/cd.v6i1.10508
Ng, A., Kewalramani, S., & Kidman, G. (2022). Integrating and navigating STEAM (inSTEAM) in early childhood education: An integrative review and inSTEAM conceptual framework. Eurasia Journal of Mathematics, Science and Technology Education, 18(7). https://doi.org/10.29333/ejmste/12174
Novitasari, Y., … D. P.-A. U., & 2020, U. (2020). Egosentrisme Anak pada Perkembangan Kognitif Tahap Praoperasional. Jurnal PG-PAUD Truno : Jurnal Pendidikan Dan Pembelajaran Anak Usia Dini, 7(1), 2407–4454. http://download.garuda.kemdikbud.go.id/article.php?article=1619270&val=10815&title=Egosentrisme Anak pada Perkembangan
Nurdiana ; Hasiyati ; Marsono ; Fakhrudin, W. (2020). Model Media Pembelajaran Bermuatan STEAM dengan Pemanfaatan Augmented Reality (U. Farida (ed.)). Balai Pengembangan Anak Usia Dini dan Pendidikan Masyarakat, BP PAUD DIKMAS DAERAH ISTIMEWA YOGYAKARTA.
Priyanti, N., & Warmansyah, J. (2021). Improving Critical Thinking Skills of Early Childhood through Inquiry Learning. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(2), 2241–2249. https://doi.org/10.31004/obsesi.v5i2.1168
Purwaningsih, W., & Wangid, M. N. (2021). Improving students’ critical thinking skills using Time Bar Media in Mathemathics learning in the third grade primary school. Jurnal Prima Edukasia, 9(2), 248–260. https://doi.org/10.21831/jpe.v9i2.39429
Rahmasari, T., Pudyaningtyas, A. R., & Nurjanah, N. E. (2021). Profil Kemampuan Berpikir Kritis Anak Usia 5-6 Tahun. Jurnal Kumara Cendekia, 9(1), 41–48.
Santín, M. F., & Torruella, M. F. (2017). Reggio emilia: An essential tool to develop critical thinking in early childhood. Journal of New Approaches in Educational Research, 6(1), 50–56. https://doi.org/10.7821/naer.2017.1.207
Wahyuningsih, S., Pudyaningtyas, A. R., Hafidah, R., Syamsuddin, M. M., Nurjanah, N. E., & Rasmani, U. E. E. (2019). Efek Metode STEAM pada Kreatifitas Anak Usia 5-6 Tahun. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 4(1), 305. https://doi.org/10.31004/obsesi.v4i1.305
Yuliasari, N., Sumarni, S., & Rukiyah, R. (2020). Pengembangan Alat Permainan Edukatif Busy Board Untuk Motorik Halus Anak Kelompok a Di Taman Kanak-Kanak. Tumbuh Kembang: Kajian Teori Dan Pembelajaran PAUD, 7(1), 87–96. https://doi.org/10.36706/jtk.v7i1.11552
Yunita, H., Meilanie, S. M., & Fahrurrozi, F. (2019). Meningkatkan Kemampuan Berpikir Kritis melalui Pendekatan Saintifik. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 3(2), 425. https://doi.org/10.31004/obsesi.v3i2.228
Zaman, B., Pd, M., & Eliyawati, H. C. (2010). Media Pembelajaran Anak Usia Dini. Media Pembelajaran Anak Usia Dini, 6(1), 34. http://file.upi.edu/Direktori/FIP/JUR._PGTK/197010221998022-CUCU_ELIYAWATI/MEDIA_PEMBELAJARAN_ANAK_USIA_DINI-PPG_UPI.pdf