INTERVENSI ORIGAMI BERBASIS EXPERIENTIAL LEARNING TERHADAP PENINGKATAN KEMAMPUAN SPASIAL ANAK USIA DINI
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Abstract
Penelitian ini bertujuan untuk mengetahui efektivitas intervensi origami berbasis experiential learning dalam meningkatkan kemampuan spasial anak usia dini. Kemampuan spasial merupakan salah satu kemampuan yang diperlukan manusia dalam kehidupan sehari-hari. Kemampuan spasial merupakan aspek dari kognisi yang berkembang sejalan dengan perkembangan kognitif. Kemampuan spasial pada anak berhubungan dengan relasi topologi atau spasial dua arah, seperti atas-bawah, kanan-kiri, depan-belakang. Banyak media yang terbukti dapat meningkatkan kemampuan spasial pada anak, salah satunya adalah origami. Dalam kegiatan origami, anak diajak untuk berpartisipasi aktif agar dapat membuat figur origami. Hal ini juga dibutuhkan dalam metode experiential learning. Experiential learning merupakan proses belajar melalui pengalaman (learning by doing). Dalam metode ini, siswa berpartisipasi aktif dalam sebuah kegiatan, sehingga menghasilkan pengetahuan atau kemampuan yang baru. Penelitian ini merupakan penelitian kuasi eksperimen. Partisipan penelitian berjumlah 3 orang yang merupakan siswa/i kelas K2 TK X dengan karakteristik: (a) usia partiipan antara 5-6 tahun; (b) partisipan sedang menjalani pendidikan di kelas K2 TK X tahun ajaran 2017-2018. Penelitian ini menggunakan desain dalam-kelompok, one-group pretest posttest. Peneliti memberikan intervensi origami berbasis experiential learning kepada partisipan penelitian setelah melakukan pre-test dan melakukan post-test terhadap partisipan setelah 8 sesi intervensi diberikan. Hasil dari penelitian ini menunjukkan kemampuan spasial partisipan mengalami peningkatan meskipun pada dimensi yang berbeda. Hasil post-test pada partisipan penelitian menunjukkan intervensi origami berbasis experiential learning meningkatkan kemampuan spasial anak anak usia dini.
This study aims to determine the effectiveness of experiential learning-based origami intervention in improving young children’s spatial ability. Spatial ability is a fundamental aspect of cognition that develops in line with cognitive development. Spatial ability in children is associated with topological or two-way spatial relations, such as top-bottom, right-left, front-back. Many media are proven to improve spatial abilities in children, one of which is origami. In origami, children are invited to actively participate in order to make origami figures. This is also needed in experiential learning methods. Experiential learning is a process of learning through experience (learning by doing). In this method, students actively participate in an activity, so as to produce new knowledge or abilities. This research is a quasi-experimental research. There were 3 participants who were students of K2 Grade of Kindergarten X with the following characteristics: (a) the age of participants between 5-6 years; (b) participants are undergoing education in K2 grade kindergarten X during 2017-2018 school year. This study uses within-group design, one-group pretest posttest. The researcher gave origami intervention based on experiential learning to the study participants after pre-test, and administered post-test on the participants after 8 sessions of intervention were conducted. The result of this study indicates that the spatial ability of participants had increased, although in different dimensions. The results of post-test on participants showed that origami interventions based on experiential learning improve the spatial abilities of young children.
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