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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar
Dwi Ayu Wulandari
Institut Ahmad Dahlan Probolinggo
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IMPLEMENTASI KURIKULUM PEMBELAJARAN MENDALAM BERBASIS STEAM DI TK KANIGARAN PROBOLINGGO Dwi Ayu Wulandari; May Dwi Ayu Irawati; Murtin; Fitri Silaturahmi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 In Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.37149

Abstract

This research aims to describe the implementation of a STEAM-based deep learning curriculum at TK Kanigaran Probolinggo based on the reflective experience of PIAUD students participating in the Field Teaching Practice (PPL) at the Ahmad Dahlan Institute.Deep learning is an approach that emphasizes children's active engagement in exploration, investigation, critical thinking, and problem-solving. The STEAM approach serves as an integrative framework connecting Science, Technology, Engineering, Arts, and Mathematics, thereby allowing for comprehensive and meaningful learning.This study uses a literature review and reflective analysis approach without direct field data, utilizing theories, PAUD (Early Childhood Education) learning guidelines, and the general PPL experiences of students as the basis for analysis. The results of the study indicate that the integration of deep learning and STEAM has significant potential to enhance children's creativity, curiosity, critical thinking skills, and engagement. However, its implementation faces challenges, including limited teacher competency, inadequate facilities and infrastructure, activity planning issues, and time management difficulties.The role of PPL students is crucial as collaborative partners who bring new perspectives and can strengthen the application of innovative learning in PAUD institutions. This research suggests the need for improving teacher competency, developing project-based activities, providing an environment that supports exploration, and optimizing collaboration between teachers and PPL students.
ANALISIS MODEL PEMBELAJARAN BERBASIS LINGKUNGAN TERHADAP KEMAMPUAN KOGNITIF ANAK USIA 5-6 TAHUN DI RA MIFTAHUL ULUM KETANGI Dwi Ayu Wulandari; Indriana Warih Indasari
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 In Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.37178

Abstract

This study emerged from the recognition that cognitive skills represent a central component of early childhood development, particularly for children aged 5-6 who are experiencing a crucial developmental window. In practice, however, learning activities in many early childhood education settings still follow conventional routines and have not fully utilized the surrounding environment as a meaningful learning resource capable of offering direct, concrete experiences. Responding to this gap, the present research seeks to examine differences in children’s cognitive performance before and after the implementation of an environment-based learning model, as well as to assess the effectiveness of this approach in fostering cognitive growth. A descriptive qualitative method within an experimental design framework was employed. The participants consisted of 30 children in Group B at RA Miftahul Ulum Ketangi, who were assigned to an experimental group and a control group. Data were collected through observation, testing, and documentation, and subsequently analyzed through data reduction, data display, and conclusion drawing, complemented by the nonparametric Mann Whitney U statistical test. The findings revealed a notable enhancement in the cognitive abilities of the experimental group, which obtained an average score of 2.87, in contrast to the control group’s mean score of 2.27. The significance value of 0.017 further demonstrated a statistically meaningful difference between the two groups. These results strongly suggest that environment based learning effectively strengthens children’s logical reasoning, problem-solving capacities, and symbolic thinking by engaging them in direct, contextual learning experiences. Overall, the environment based learning model has shown a substantial and positive influence on early childhood cognitive development.
Co-Authors Fitri Silaturahmi Indriana Warih Indasari May Dwi Ayu Irawati Murtin