<![CDATA[Pembelajaran sains sangat penting diterapkan pada anak usia dini untuk mengenal dan mengembangkan ruang lingkup sains serta menstimulasi aspek perkembangannya, termasuk kemampuan pemecahan masalah. Diperlukan cara agar anak mampu menggunakan aspek mendasar dalam memecahkan masalah yang dihadapinya. Penerapan metode pembelajaran yang tepat berpengaruh terhadap tinggi rendahnya kemampuan pemecahan masalah anak. Rendahnya kemampuan pemecahan masalah anak kelompok usia 5-6 tahun di SPS Mukhtarul Huda disebabkan karena kegiatan pembelajaran masih berpusat pada guru, media yang digunakan kurang variatif. Pemilihan metode pembelajaran harus menarik dan menyenangkan agar kegiatan pembelajaran dapat berjalan baik, seperti kegiatan percobaan sederhana. Penelitian ini bertujuan meningkatkan kemampuan pemecahan masalah anak dengan penerapan pembelajaran sains agar anak mendapatkan informasi serta pengetahuan yang lebih dipercaya melalui percobaan sederhana. Subjek penelitian adalah 12 orang anak usia 5-6 tahun, tujuh anak perempuan dan lima anak laki-laki. Metode yang digunakan adalah penelitian tindakan kelas yang dilakukan dalam dua siklus dengan tiga kali pertemuan setiap siklusnya. Pengumpulan data berupa observasi dianalisis menggunakan deskriptif kuantitatif. Hasil penelitian menunjukkan kemampuan pemecahan masalah anak pratindakan sebesar 41%, pada siklus I pertemuan pertama meningkat sebesar 45%, pertemuan kedua 48% dan pertemuan ketiga sebesar 57%. Siklus II pertemuan pertama meningkat sebesar 63%, pertemuan kedua 71% dan pertemuan ketiga sebesar 82%. Science learning plays an important role in early childhood education, as it helps children recognize and develop scientific concepts while stimulating various aspects of development, including problem-solving skills. To support the development of these skills, appropriate learning methods are required to enable children to utilize fundamental cognitive processes in solving the problems they encounter. The effectiveness of learning methods significantly influences the level of children’s problem-solving abilities. At SPS Mukhtarul Huda, the low problem-solving skills of children aged 5–6 years were attributed to teacher-centered learning activities and the limited use of varied learning media. Therefore, learning methods need to be engaging and enjoyable to ensure effective learning, such as through simple experimental activities. This study aims to improve children’s problem-solving abilities through the implementation of science learning, allowing children to gain more meaningful knowledge and experiences through simple experiments. The research subjects consisted of 12 children aged 5–6 years, including seven girls and five boys. The study employed a classroom action research design conducted in two cycles, with three meetings in each cycle. Data were collected through observation and analyzed using quantitative descriptive methods. The results showed that children’s problem-solving abilities in the pre-action stage reached 41%. In Cycle I, the abilities increased to 45% in the first meeting, 48% in the second meeting, and 57% in the third meeting. In Cycle II, further improvements were observed, with 63% in the first meeting, 71% in the second meeting, and 82% in the third meeting. These findings indicate that science learning through simple experimental activities effectively improved children’s problem-solving abilities.]]>
