Sri Setiyo Rahayu, - and Edi Waluyo, FIP PGPAUD (2015) The Bubble Painting Activities as a Science Teaching Media to Improve Cognitive Skills in 4-5 Years Old Children. Indonesian Journal of Early Childhood Education Studies, 4 (1). pp. 42-45. ISSN 2252-8415

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Abstract

AbstractScience learning in Kindergarten is still existed and integrated with another subject in every topic. Science introduction and learning which are implemented in Kindergarten have a char-acteristic as an integrated learning including the development. The development of science learning in children has included another development field and it has very important role in placing base ability and form expected human resources. Various nature phenomena such as rain, wind, thunder, fire, and breeding animal attract children’s interest. Those objects can be learned by scientific method which should be simplified for Kindergarten student. Simple observation, exploration, and experimentation can be done by the children. They can do other science processes like mixing primary color, measurement, doing classification, etc. Science product for children is dominant in the form of knowledge about facts and phenomenon of nature. The aim of this study is to know method and result of Bubble Painting as a media us-age in improving the cognitive ability of children age 4-5 years old in TK Pertiwi 49 Semarang. The sample were all of the students in group A with amount 24 students. The study steps in-clude pre-study, data collection, and data analysis. Researcher used observation and documen-tation as the data collection method. According to the observation and the documentation that had been done, it can said that by using the method of Bubble Painting is by mixing yellow, red, or blue, children can explore the change of new colour such as orange, green, and purple. In Bubble painting games, the activity consist of mixing primary color till they produced new color, measuring detergent, introduce substance characteristic (liquid, solid, gas). The result showed that the children could improve cognitive ability whether in science knowledge con-cept and the concept of shape, color, size, and model. The cognitive ability improvement also increase from 69,37 to 78,19, the result of T-test is 78,19% (30,31 > 2,013). From that result, we can conclude there is a significant difference between children cognitive ability before and after using Bubble painting media.

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