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All Journal Inovasi Pendidikan dan Anak Usia Dini Jurnal Pendidikan Bahasa dan Anak Usia Dini
Mukmin Kadoli Umar
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Penerapan Pembelajaran Sains melalui Inkuiri pada Anak Usia Dini Elva M. Sumirat; Sartika K. Ismail; Nur Indah Dg Mareto; Mukmin Kadoli Umar
Inovasi Pendidikan dan Anak Usia Dini Vol. 2 No. 3 (2025): Juli: Inovasi Pendidikan dan Anak Usia Dini
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/inpaud.v2i3.337

Abstract

This study aims to describe the application of the inquiry approach in science learning for early childhood. The inquiry approach is believed to be able to foster curiosity, critical thinking skills, and exploration skills in children from an early age. The research method used is descriptive qualitative with observation and documentation techniques. The subjects of the study were children in the Playgroup at Kiddie Care. The results of the study indicate that the inquiry approach can increase children's active involvement in the science learning process, such as when observing objects, asking questions, and trying to find answers through simple experiments. The application of inquiry also encourages children's communication and cooperation skills in groups. Thus, the inquiry approach is effectively applied in science learning in PAUD.
Hubungan Metode Pembelajaran Guru Dengan Konsentrasi Belajar Siswa Kelas 2 di SDN 10 Dungaliyo Mukmin Kadoli Umar; Nur Indah DG. Mareto; Reynilda Reynilda; Nurlina A. Manrapi; Adelia Olii
Jurnal Pendidikan Bahasa dan Anak Usia Dini Vol. 2 No. 3 (2026): Mei: Jurnal Pendidikan Bahasa dan Anak Usia Dini
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jupenbaud.v2i3.274

Abstract

This study aims to identify the relationship between teachers’ teaching strategies and students’ learning focus in the second grade at SDN 10 Dungaliyo. A quantitative correlational approach was employed to examine the relationship between teacher teaching strategies (X) and student learning focus (Y). The population consisted of 18 second-grade students, with a sample of 6 students selected through purposive sampling. Data were collected using a five-point Likert scale questionnaire and observations. Data analysis was conducted using the Pearson Product-Moment correlation test. The findings showed that teachers’ teaching strategies obtained an actual score of 268 out of 300 (89.3%), categorized as very high. Students’ learning focus achieved an actual score of 260 out of 300 (86.7%), also categorized as very high. The correlation analysis produced a coefficient of r = 0.71, indicating a strong positive relationship between teachers’ teaching strategies and students’ learning focus. These findings suggest that better teaching strategies contribute to higher student learning focus. Therefore, teachers should continue developing innovative and varied teaching strategies that match students’ characteristics to improve learning quality and sustain students’ concentration.  
Co-Authors Adelia Olii Nur Indah Dg Mareto Nur Indah DG. Mareto Nurlina A. Manrapi Reynilda Reynilda Sartika K. Ismail Sumirat, Elva M