MENINGKATKAN KEMAMPUAN BAHASA EKSPRESIF ANAK KELOMPOK B2 TK ASTHA GHANA KUMARA MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW
IMPROVING EXPRESSIVE LANGUAGE SKILLS OF CHILDREN GROUP B2 TK ASTHA GHANA KUMARA THROUGH JIGSAW TYPE COOPERATIVE LEARNING MODEL
DOI:
https://doi.org/10.36456/incrementapedia.vol7.no1.a9577Keywords:
Kata-kata kunci: Anak_Usia_Dini, Kemampuan_Bahasa_Ekspresif, Kooperatif_ Tipe_JigsawAbstract
Early childhood is unique and has its own characteristics according to its age stage. One particular ability of a child that frequently experiences difficulties during development is their ability to communicate in language,, especially expressive language. The aim of this study was to enhance children's expressive language abilities after taking action through the implementation of the Jigsaw cooperative learning model for children in Group B2 Astha Ghana Kumara Kindergarten in the 2023/2024 school year. This type of research is called "classroom action research," and it consists of four steps: observation, reflection, observance, and planning. The research subjects were Group B2 children with a total of 16 children. The research was carried out in two cycles consisting of six meetings. The results of this study was conducted using the methods of observation, questionnaires, and documentation. Based on research findings, it can be seen that the percentage of completeness at the initial observation stage was 18.75%. After the application of the Jigsaw type cooperative learning model on children's expressive language skills in Cycle I, the level of completeness percentage reached 43.75% and increased in Cycle II to 87.5%. Based on the information above, it can be concluded that the Jigsaw cooperative learning model can increase an infant's expressive language child.
References
Akbar, E. 2020. Metode Belajar Anak Usia Dini. Jakarta: Kencana
Altınkaynak, S. O. (2019). Investigation of the relationship between parental attitudes and children’s receptive and expressive language skills. Universal Journal of Educational Research, 7(3), 892–903. https://doi.org/10.13189/ujer.2019.070331
Arikunto. 2017. Penelitian Tindakan Kelas. Jakarta. PT. Bumi Askara
Asmara, F. D. (2023). Pengaruh Kegiatan Market Day terhadap Kemampuan Bahasa Ekspresif dan Berhitung Permulaan Anak Usia Dini Kelompok B di Tk Negeri Pembina Kecamatan Subah. Edu Cendikia: Jurnal Ilmiah Kependidikan, 3(03), 529–536.
Astuti, H, P. 2013. Perkembangan Anak Usia Dini (AUD). Yogyakarta: Deepublish
Fadlillah, M., Filasofa. L. M. K., Wantini., Akbar. E., & Fauziyah, S. 2014. Edutainment Pendidikan Anak Usia Dini menciptakan pembelajaran menarik, kreatif, dan menyenangkan. Jakarta : Kencana Prenamedia Group
Febiyanti, D., wibawa, I. M. C. and Arini, N. W. (2020). Model Pembelajaran Kooperatif Tipe Jigsaw Berbantuan Mind Mapping Berpengaruh Terhadap Keterampilan Berbicara’ MimbarIlmu, 25(2),p.121.doi:10.23887/mi.v25i2.26620.
Fitriana, S. (2019). Kurangnya Bahasa Ekspresif Pada Anak Usia 5 Tahun Di Jl. Raden Fatah No 004 Rt 01 Kelurahan Pagar Dewa, Kecamatan. Selebar Kota Bengkulu. Al Fitrah: Journal Of Early Childhood Islamic Education, 2(2), 309. https://doi.org/10.29300/alfitrah.v2i2.2274
Harianja, J. K., Subakti, H., Avicenna, A., Rambe, S. A., Hasan, M., Ramadhani, Y. R., Sartika, S. H., Nirbita, B. N., Chamidah, D., Rahmawati, I., Lestari, H., Panjaitan, M. M. J. 2022. Tipe-Tipe Model Pembelajaran Kooperatif. Bogor: Yayasan Kita Menulis
Husna, A., & Eliza, D. (2021). Strategi Perkembangan dan Indikator Pencapaian Bahasa Reseptif dan Bahasa Ekspresif pada Anak Usia Dini. Jurnal Family Education, 1(4), 38–46. https://doi.org/10.24036/jfe.v1i4.21
Jakni. 2017. Penelitian Tindakan Kelas PTK. Bandung: Alfabeta
Kurniasih, I. & Sani, B. 2015. Ragam pengembangan model pembelajaran. Yogyakarta: Kata Pena
Latifa, B., Fitria, A., & Eliza, D. (2023). Pengaruh Read Aloud Dalam Mengembangkan Bahasa Pada Anak Di Raudhatul Athfal Ar-Rahman Kinali. Incrementapedia: Jurnal Pendidikan Anak Usia Dini, 5(1), 45–51. https://doi.org/10.36456/incrementapedia.vol5.no1.a6627
Lestari, P. I., & Prima, E. (2023). Pengaruh Metode Storytelling Berbasis Kearifan Lokal Bali terhadap Kemampuan Bahasa Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Uisa Dini, 7(2), 1295–1301. https://doi.org/10.31004/obsesi.v7i2.3012
Lubis, H. Z., Ginting, R. B., Sitepu, S. U. B., & Mahyarani, D. (2020). Pembeajaran Keterampilan Berbicara Berbasis Daring (Stui Inovasi Pendidik di TK Aisyiyah Bustanul Athfal 5 Medan di Masa Wabah Covid 19). Hikmah, 17(1), 13–25. https://doi.org/10.53802/hikmah.v17i1.83
Moeslichaton. 2018. Metode Pengajaran di Taman Kanak-Kanak. Jakarta : Pernada Media Group
Muhalisiah, M., & Darmayanti, A. (2023). Meningkatkan Kemampuan Bahasa Anak Usia Dini Melalui Kegiatan Penyediaan Buku Bergambar. Incrementapedia: Jurnal Pendidikan Anak Usia Dini, 05, 24–31.
Mukhzin, Ratnasri, K. I., Ulum, B., & Kencong, al falah. (2022). Pendidikan Anak Usia Dini Menurut Pandangan Pendidikan Anak Usia Dini Menurut Pandangan Maria Montesorri. Journal of the Japan Welding Society, 91(5), 328–341.https://doi.org/10.2207/jjws.91.328
Peraturan Menteri Pendidikan dan Kebudayaan Nomor 146 tahun 2014 tentang Kurikulum 2013 PAUD.
Poerwati, C. E., Suryaningsih, N. M. A., & Cahaya, I. M. E. (2020). Model Pembelajaran Kooperatif Tipe Jigsaw II dalam Meningkatkan Kemampuan Matematika Anak. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 281. https://doi.org/10.31004/obsesi.v5i1.496
Rusman, 2018. Model-Model Pembelajaran (Mengembangkan Profesionalisme Guru). Kedua ed. Jakarta: Raja Grafindo Persada
Suryana, D., & Rizka, N. 2019. Manajemen Pendidikan Anak Usia Dini Berbasis Akreditasi Lembaga. Jakarta: Prenadamedia Group
Susanto, A. 2018. Pendidikan Anak Usia Dini Konsep Dan Teori. Jakarta: Bumi Aksara
Yulianti, K. N., Lubis, N. A., Jasmani, & Eliza, D. (2023). Strategi Guru dalam Meningkatkan Kemampuan Berbahasa Anak Usia Dini di TK IT Insan Robbani Sibuhan. Incrementapedia: Jurnal Pendidikan Anak Usia Dini, 05(01), 39–44.
