Improve naturalist intelligence of early childhood through gardening activities in group children a Merauke State Pembina Kindergarten

Abstract

This study aimed to improve the naturalist intelligence of early childhood in kindergarten children in group A through gardening activities in the Merauke State Pembina Kindergarten. This type of research is collaborative classroom action research. The research model used was Kemmis and Mc. Taggart. The subjects of this study were group A children in the Merauke State Pembina Kindergarten, a total of 25 children. The method of data collection is done through speaking (verbal) tests, observations, and documentation. The research data were analyzed descriptively quantitatively. Naturalist intelligence is said to have succeeded in increasing if 80% of the 25 children have reached the indicator of naturalist intelligence on criteria developed according to expectations. Through gardening activities can improve naturalist intelligence in group A children Merauke State Pembina Kindergarten. This is indicated by the percentage of naturalist intelligence in the first cycle of children who have reached the criteria of developing according to expectations, increasing by 28% from the initial condition of 48%, increasing to 76%. The increase in the percentage of naturalist intelligence in the second cycle was 12% from the first cycle of 76%, increasing to 88%.

The Development of Early Childhood Naturalist Intelligence through Environmental Education

“…In other studies it is stated that gardening is a fun activity for children, providing new things to children, doing physical activity activities, and gardening can provide opportunities for children to explore and observe the surrounding environment and increase naturalist intelligence (Indrayani, 2021). Through gardening activities, early childhood can mention the characteristics of vegetables, can classify various types of vegetables, know the benefits of vegetables for themselves, children the ability to preserve and cultivate plants and increase love for the environment (Hasanah et al, 2019).…”

“…Based on searches conducted on several articles and scientific papers, the writing team can report that strategies that are widely applied to stimulate the intelligence of early childhood naturalists are farming and gardening activities and creative game-based environmental learning. Gardening is a fun activity for children, where children are given the opportunity to learn concepts and skills, explore life around such as grains, insect vegetables, water and other nutrients and play in dirty places, observe and participate in important cycles of plant life such as planting, caring for, and harvesting garden products (Agustiana, 2021;Dwikayani, 2015;Hasanah et al, 2019;Indrayani, 2021;Nurwati, 2020;Sukanti, 2021).…”

“…Planting is a joyful and entertaining activity for children, where children are provided the opportunity to skillful equipped by concepts and skills, explore life around such as grains, vegetables, water, and other nutrients. Looking after the cycles of plant life such as planting, caring for, and harvesting garden products (Agustiana, 2021;Dwikayani, 2015;Hasanah et al, 2019;Indrayani, 2021;Nurwati, 2020;Sukanti, 2021).…”

Analisis Pemahaman dan Penerapan Pencegahan Plagiat pada Pembelajaran Online

“…Tujuannya adalah pemerataan pembelajaran sehingga dapat diakses oleh siapapun dan kapanpun. Hal ini senada dengan pendapat (Hasanah, Harmawati, Riyana, & Usman, 2019) online learning merupakan suatu sistem yang dapat memfasilitasi siswa belajar lebih luas, lebih banyak, dan bervariasi. Melalui fasilitas yang disediakan oleh sistem tersebut, siswa dapat belajar kapan dan dimana saja tanpa terbatas oleh jarak, ruang dan waktu.…”

“…Bisa saja berbarengan atau bahkan kedua belah pihak memiliki jadwal tertentu untuk mengakses fitur tersebut. Sedangkan fitur interaktif dapat berupa chatting online atau kelas real melalui fasilitas tertentu contohnya zoom, google meet, dan sejenisnya (Hasanah et al, 2019). Pembelajaran online tentunya memiliki kelebihan dan kelemahan layaknya pembelajaran tatap muka.…”