<![CDATA[AbstrakPenelitian ini dilatar belakangi belum berkembangnya kemampuan anak mengelompokan benda sesuai bentuk, warna dan ukuran yang ditandai dengan sedikitnya aktivitas anak dalam menstimulus kemampuan kognitif karena kegiatan hanya terpaku pada aktivitas penggunaan pensil dan kertas, selain itu kurangnya penggunaan media pembelajaran menarik sehingga anak cepat bosan. Tujuan penelitian adalah mendeskripsikan aktivitas guru, aktivitas anak serta hasil pengembangan anak. Pendekatan menggunakan deskriptif kualitatif dengan jenis Penelitian Tindakan Kelas (PTK) yang dilaksanakan 3 kali pertemuan. Subjek penelitian adalah anak kelompok B berjumlah 12 anak. Hasil penelitian menunjukkan bahwa kemampuan guru dengan kriteria sangat baik pada pertemuan 1 sampai pertemuan 3 meningkat dari 23 hingga 28. Aktivitas anak dengan kriteria sangat aktif yakni meningkat dari 33% hingga 92%. Hasil capaian kognitif di pertemuan 1 sampai pertemuan 3 meningkat dari 25% sampai dengan 92%. Dapat disimpulkan bahwa mengelompokan benda sesuai variasi warna, bentuk dan ukuran menggunakan kombinasi model Explicit Instruction, Exampless Non Examples dengan Media Konkrit pada kelompok B Raudhatul Athfal Sultan Suriansyah berhasil. Disarankan model ini dijadikan salah satu alternatif dalam meningkatkan aktivitas guru, aktivitas anak yang berdampak pada hasil perkembangan kognitif anak.Kata Kunci: Kognitif, Explicit Instruction, Examples Non Examples, Media Konkrit. AbstractThis research is motivated by the undeveloped ability of children to group object according to shape, color and size which is indicated by the lack of children's activity in stimulating cognitive ability because activities are only focused on using pencils and paper activity, besides the lack of use of interesting learning media so that children get bored quickly. The purpose of the study was to describe the teacher activity, children activity and the result of child development. The approach uses descriptive qualitative with the type of Classroom Action Research (CAR) which was held 3 times in meetings. The research subjects were 12 children in group B. The result showed that the ability of teacher with very good criteria at meeting 1 to 3 increased from 23 to 28. The activity of children with very active criteria increased from 33% to 92%. The cognitive achievement result in meeting 1 to meeting 3 increased from 25% to 92%. It can be concluded that grouping object according to variation in color, shape and size using a combination of Explicit Instruction, Exampless Non Examples with Concrete Media models in group B Raudhatul Athfal Sultan Suriansyah was successful. It is recommended that this model be used as an alternative in increasing teacher activities, children's activities that have an impact on the results of children's cognitive development.Keywords: Cognitive, Explicit Instruction, Examples Non Examples, Concrete Media]]>
