THE INFLUENCE OF SCIENCE LEARNING USING THE RAINBOW RAIN EXPERIMENT METHOD TO DEVELOP PROBLEM-SOLVING SKILLS IN 5-6 YEAR-OLD CHILDREN
DOI:
https://doi.org/10.36456/incrementapedia.vol8.no2.a11759Keywords:
Science Learning, Rainbow Rain Experiment Method, Problem-Solving Ability, Early ChildhoodAbstract
This study aimed to evaluate the effect of implementing science learning through the rainbow rain experiment on the problem-solving skills of children aged 5–6 years at RA Ubudiyah. A quantitative approach was employed using a quasi-experimental method with a nonequivalent control group design. The participants consisted of 16 children, who were equally divided into an experimental group and a control group, with eight children in each group. Data were collected through structured observations using an assessment sheet designed to measure children's problem-solving skills. The data were then analyzed using descriptive and inferential statistics, including normality testing, homogeneity testing, and the Independent Samples t-test. The findings revealed that the experimental group achieved a mean problem-solving score of 19.875, while the control group obtained a mean score of 14.250. The results of the Independent Samples t-test showed a t-value of 6.625 with a significance level of 0.000 (p < 0.05), indicating a statistically significant difference between the two groups. Furthermore, the experimental group demonstrated a higher mean gain score (5.250) than the control group (1.500). These findings indicate that the rainbow rain experiment is an effective science learning strategy for enhancing the problem-solving skills of young children and can be recommended as an alternative approach to support cognitive development in early childhood education.
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