Using Scientific Methods to Enhance Early Childhood Students’ Geometry Thinking

Rita Novita, Mulia Putra, Rahmah Johar

Abstract


The main purpose of this study is to describe the geometry learning process using the scientific method in learning the concept of geometry for early childhood. The series of learning activities were conducted using four stages of scientific methods. Participants were 46 children (4-5 years) and a teacher in one of the kindergartens in Banda Aceh, Indonesia. This study used explanatory design research to achieve the purpose, one type of mix method research. The geometry test and student activities observation sheet were used as data collection instruments, whereas for analyzing the data, descriptive statistic, and gain-N-gain were performed. Based on the hypothesis testing (sig.000, df 45, t-test 14.574) and the N-gain percent score (45,39%), the result shows that conducting scientific methods in geometry learning can improve children's understanding of geometry especially in recognizing the shape of geometry (in the medium category N-gain=0.453). Observations held during learning activities using scientific methods also show that children to be more imaginative and creative in thinking of geometry.

Keywords


arly childhood; Geometry; Scientific method

Full Text:

PDF

References


Aljarrah, A. (2017). Play as a Manifestation of Children’s Imagination and Creativity. Journal for the Education of Gifted Young Scientists, 5(1), 23-36.

Beckmann, A Et Al. (2009). The Science Math Project. Germany: The Science Math-Group

Beckmann, A. (2009). Learning Mathematics through Scientific Contents and Methods. The Mathematics Education into the 21 st Century Project, 47.

Blank, J. (2012). Fostering Language and Literacy Learning: Strategies to support the Many Ways Children Communicate. Dimensions of Early Childhood, 40 (1): 3-11.

Budiyanto, Moch. Agus Krisno.,Waluyo, Lud., Mokhtar, Ali. (2016). Implementasi Pendekatan Saintifik Dalam Pembelajarandi Pendidikan Dasar di Malang. Proceeding Biology Education Conference,13(1),46-51

Campbell, H, & Evergreen. (2013). Landscape and Child Development. Toronto: Evergreen.

CDE. (2016). The integrated nature of learning. California Department of Education: Sacramento

Cheng Y L and Mix K S .2014. J. Cognition and Development. 15 2–11.

Clement D H and Sarama J. (2011). J. Mathematics Teacher Education. 14(2) 133-148.

Clement D H. (2008). Geometric and Spatial Thinking in Early Childhood Education. State University of New York: University at Buffalo.

Clements, D. (Ed.), Sarama, J. (Ed.), DiBiase, A. (Ed.), DiBiase, A.M. (Ed.). (2004). Engaging Young Children in Mathematics. New York: Routledge.

Clements, D. H. & Sarama, J. (2009). Learning and Teaching Early Math. The learning trajectories approach. NY, New York: Routledge.

Clements, D. H., & Sarama, J. (2007). Early childhood mathematics learning. Second handbook of research on mathematics teaching and learning, 1, 461-555.

Conezio, K, and French, L. (2002). Science in the Preschool Classroom Capitalizing on Children's Fascination with the Everyday World to Foster Language and Literacy Development.Ney York: NAEYC.

Cross C T, Taniesha A W, and Heidi S. (2009). Mathematics Learning in Early Childhood Paths Toward Excellence and Equity. United States of America: Committee on Early Childhood Mathematics.

Darragh, J. C. (2006). The Environment as the Third Teacher. Online Submission, cited: http://knowledgecommons.lakeheadu.ca:7070/handle/2453/4180

Doğan, S. A., & Boz, M. (2019). An Investigation of Pre-school Teachers’ Views and Practices About Pre-school Outdoor Play. İlköğretim Online, 18(2)..

Fraenkel J. R. & Wallen N. E. (2012). How to Design and Evaluate Research in Education Seventh Edition. New York: McGraw-Hill.

Gerde, H. K., Schachter, R. E., & Wasik, B. A. (2013). Using the scientific method to guide learning: An integrated approach to early childhood curriculum. Early Childhood Education Journal, 41(5), 315-323.

Hake, R, R. (1999).Analyzing Change/Gain Scores.AREA-D American Education.

Hassan, M. N., Abdullah, A. H., Ismail, N., Suhud, S. N. A., & Hamzah, M. H. (2018). Mathematics Curriculum Framework for Early Childhood Education Based on Science, Technology, Engineering, and Mathematics (STEM). International Electronic Journal of Mathematics Education, 14(1), 15-31. https://doi.org/10.12973/iejme/3960

Hosnan, M. (2014). Pendekatan Saintifik dan Kontekstual Dalam Pembelajaran Abad 21. Bogor: Ghalia, Indonesia.

Jazuli, A.O.L, Anggo, M., Rahim, U., Salim, & Sahidin, L. (2017). The Application of Scientific Plus Learning to Improve Mathematics Learning Achievement of Junior High School Students Grade VII. International Electronic Journal of Mathematics Education, 12(3), 837-844.

Lestari, KW. (2011). Konsep Matematika Untuk Anak Usia Dini. Jakarta:Direktorat Jendral Pendidikan AUD Nonformal dan Informal.

Novita, R et al. (2018). Design learning in mathematics education: Engaging early childhood students in geometrical activities to enhance geometry and spatial reasoning. J. Phys.: Conf. Ser. 1088 012016. doi: 10.1088/1742-6596/1088/1/012016.

Rustam E. Simamora, Sahat S, and Hasratuddin. (2019) Improving Students’ Mathematical Problem Solving Ability and Self-Efficacy through Guided Discovery Learning in Local Culture Context. International Electronic Journal of Mathematics Education, 14(1),61-72. https://doi.org/10.12973/iejme/3966

Sarama J, Clements D H, Parmar R S and Garrison R. (2006) Achieving Fluency in Special Education and Mathematics

Sommerhoff. D, Szameitat. A Vogel. F, Chernikova.O, Loderer. K & Fischer. F . (2018). What Do We Teach When We Teach the Learning Sciences? A Document Analysis of 75 Graduate Programs, Journal of the Learning Sciences, 27:2, 319-351, DOI: 10.1080/10508406.2018.1440353

Sitiatava, R. (2013). Desain Belajar Mengajar Kreatif Berbasis Sains. Yogyakarta: Diva Pres

Triharso, A. (2013). Permainan Kreatif & Edukatif Untuk Anak Usia Dini.Yogyakarta: Andi Offset

Uce, L. (2017). The golden age: Masa Efektif Merancang Kualitas Anak. Bunayya: Jurnal Pendidikan Anak, 1(2), 77-92.

Varelas, M and Ford M. (2009). The scientific method and scientific inquiry: Tensions in teaching and learning. USA: Wiley InterScience.

Yuliani N. S. (2009). Konsep Dasar Pendidikan Anak Usia Dini. Jakarta: PT Indeks,


Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

 

 

 

Creative Commons License
Elementary Education Online is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

ISSN: 1305-3515