Implementation Learning Science for Supporting The Development of Critical Rationale In Early Childhood

Wildan Fauzi Mubarock (Pendidikan Bahasa dan Sastra Indonesia, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Pakuan, Indonesia)
Nancy Angelia Purba (Pendidikan Guru Sekolah Dasar, Fakultas Keguruan dan Ilmu Pendidikan, Universitas HKBP Nommensen Pematangsiantar, Indonesia)
Armi Yuneti (Pendidikan Guru Sekolah Dasar, Universitas PGRI Silampari, Lubuklinggau, Indonesia)
Vando Sidauruk (Program Studi Manajemen, Fakultas Ekonomi, Universitas Methodist, Indonesia)
Simon Panjiatan (Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas HKBP Nommensen, Medan, Indonesia)

Marlajar: Journal of Science, Technology, and Innovation
Vol. 1 No. 1 (2026): February

The purpose of this research is to support the maximum development of critical reasoning through real learning experiences in science activities. The research method used in this research is classroom action research which is carried out collaboratively between the research and the classroom teacher. While the subject is the students of group B1 kindergarten State Pembina Kandis totaling 17 children. Data collection techniques through observasion, and documentation. The data analysis technique used descriptive qualitative. The result of this study are based on data generated from the percentage of children’s critical thinking abilities starting pre-cycle by 50%. In the pre-cycle,children’s critical thinking skills are in the Beginning to Develop (MB) category. In the first cycle, the critical thinking ability of the achievement develops according to expectations (BSH), in the second cycle the achievement of the critical thinking ability to think starting from the pre-cycle, cycle 1, cycle II