Pembelajaran Sains Untuk Meningkatkan Karakter Peduli Lingkungan Anak Usia Dini - Enggal Mursalin; Aria Bayu Setiaji (Pedagogi : Jurnal Anak Usia Dini dan Pendidikan Anak Usia Dini, 2022)
ABSTRAKKerusakan lingkungan terjadi akibat rendahnya karakter peduli lingkungan, seperti perilaku membuang sampah sembarangan, membakar sampah, merubah lahan hijau menjadi kawasan permukiman, dan meningkatnya jumlah kendaraan bermotor. Hal tersebut mengindikasikan bahwa kesadaran masyarakat di Kota Ambon dalam menjaga lingkungan masih sangat rendah. Tujuan Penelitian Tindakan Kelas ini yakni meningkatkan karakter peduli lingkungan anak usia dini, melalui pembelajaran sains dengan metode demonstrasi dan praktik langsung. Subjek penelitian yakni 20 anak kelompok B di RA Al Hikmah Kota Ambon. Hasil analisis data menunjukkan bahwa ada peningkatan karakter peduli lingkungan anak usia dini tersebut. Secara rinci, Siklus I sebanyak 10 anak (50%) telah mencapai karakter peduli lingkungan dengan kategori Berkembang Sangat Baik (BSB). Selanjutnya pada Siklus II sebesar 17 anak (85%) berhasil mencapai kategori BSB. Saran yang diberikan merujuk pada hasil penelitian tersebut yakni guru dan sekolah agar lebih intensif melaksanakan pembelajaran sains dalam upaya meningkatkan karakter peduli lingkungan anak.Kata kunci: pembelajaran sains; demonstrasi; praktik langsung; anak usia dini; peduli lingkunganABSTRACTEnvironmental damage occurs due to low human awareness of the environment. Behaviors such as littering, burning garbage, turning green land into housing, and increasing the volume of vehicles, indicate that public awareness in Ambon City in protecting the environment is still very low. This Classroom Action Research aims to improve the environmental care character of early childhood through science learning with demonstration methods and hands-on activity. The research subjects were 20 children in group B at RA Al Hikmah, Ambon City. The results of data analysis show that there is an increase in the character of caring for the environment at this early age. In detail, that 1st Cycle as many as 10 children (50%) have reached the category of BSB for environmental care character. Furthermore, in 2nd Cycle, 17 children (85%) managed to reach BSB category. The advice given refers to the results of the study was teachers and schools to be more intensive in carrying out science learning to improve the character of caring for the environment.Keywords: science learning; demonstration; hands-on activity; early childhood; environmental care