<![CDATA[Abstract: This study describes the implementation of the Beyond Centers and Circle Time (BCCT) model in the natural materials/science center at TK IT Insan Kamil Bacan. Early science learning requires concrete, exploratory, and play-based experiences; however, empirical descriptions of how BCCT supports science activities in the natural materials center remain limited in local early childhood education contexts. This research employed a qualitative case study design. The study was conducted at TK IT Insan Kamil Bacan, South Halmahera, from July to August 2024. The informants were selected purposively and consisted of the principal and the natural materials/science center teacher. Data were collected through non-participant observation, semi-structured interviews, and documentation of lesson plans, learning media, children’s work, and daily assessment records. Data were analyzed using the Miles and Huberman model, including data collection, reduction, display, and conclusion drawing. Data validity was strengthened through source triangulation, technique triangulation, and member checking. The findings show that BCCT planning was organized through weekly preparation of RPPH, play-environment arrangement, and selection of natural materials aligned with themes and children’s developmental needs. The implementation followed four scaffolding stages: environmental scaffolding, pre-play scaffolding, during-play scaffolding, and post-play scaffolding. Science activities such as planting, observing natural objects, color propagation, floating–sinking, and soluble–insoluble experiments supported children’s observing, classifying, comparing, predicting, and communicating skills. Learning evaluation was conducted daily through observation notes, anecdotal records, portfolios, and communication with parents. The study implies that the natural materials center can strengthen early science learning when teachers intentionally connect play activities with science process indicators. Abstrak: Penelitian ini bertujuan mendeskripsikan implementasi model Beyond Centers and Circle Time (BCCT) pada sentra bahan alam/sains di TK IT Insan Kamil Bacan. Pembelajaran sains anak usia dini membutuhkan pengalaman konkret, eksploratif, dan berbasis bermain; namun deskripsi empiris tentang bagaimana BCCT mendukung aktivitas sains pada sentra bahan alam masih terbatas dalam konteks PAUD lokal. Penelitian ini menggunakan desain studi kasus kualitatif. Penelitian dilaksanakan di TK IT Insan Kamil Bacan, Kabupaten Halmahera Selatan, pada Juli–Agustus 2024. Informan dipilih secara purposif, yaitu kepala sekolah dan guru sentra bahan alam/sains. Data dikumpulkan melalui observasi nonpartisipan, wawancara semi-terstruktur, dan dokumentasi RPPH, media pembelajaran, hasil karya anak, serta catatan penilaian harian. Analisis data menggunakan model Miles dan Huberman yang meliputi pengumpulan data, reduksi data, penyajian data, serta penarikan kesimpulan. Keabsahan data diperkuat melalui triangulasi sumber, triangulasi teknik, dan member check. Hasil penelitian menunjukkan bahwa perencanaan BCCT dilakukan melalui penyusunan RPPH mingguan, penataan lingkungan main, dan pemilihan bahan alam sesuai tema serta kebutuhan perkembangan anak. Pelaksanaan pembelajaran mengikuti empat pijakan, yaitu pijakan lingkungan main, pijakan sebelum main, pijakan saat main, dan pijakan setelah main. Aktivitas sains seperti menanam, mengamati benda alam, rambatan warna, terapung–tenggelam, dan larut–tidak larut mendukung keterampilan mengamati, mengelompokkan, membandingkan, memprediksi, dan mengomunikasikan. Evaluasi dilakukan setiap hari melalui catatan observasi, catatan anekdot, portofolio hasil karya anak, dan komunikasi dengan orang tua. Implikasi penelitian ini menunjukkan bahwa sentra bahan alam dapat memperkuat pembelajaran sains awal apabila guru menghubungkan aktivitas bermain dengan indikator keterampilan proses sains secara terencana.]]>
