����� �Syntax Literate: Jurnal Ilmiah Indonesia p�ISSN: 2541-0849
� ���������������������������������e-ISSN: 2548-1398
� ���������������������������������Vol. 6, No. 4, April 2021
IMPLEMENTATION OF SERIOUS IMAGE MEDIA IN DEVELOPING THE
COGNITIVE DEVELOPMENT ASPECTS OF EARLY
CHILDREN
Dewi Mike Oktavia, Junaisih Dewi Nadya, Puji Lestari, Ekfi Rosyidah Amaliyah dan Itaqillah H.K
Islamic Faculty, Nurul Jadid
University, Paiton, Probolinggo,
Indonesia
Email: [email protected], [email protected], [email protected], [email protected] dan [email protected]
Abstract
This study aims to prove that there is an effect of using serial image
media on cognitive development by playing science activities to recognize
butterfly metamorphosis. This study used a quantitative research design, quasi
experimental design with a pretest-posttest controlled group design model.
Learning in the control group uses a conventional model that is centered on the
teacher while in the experimental group using serial image media. This research
was conducted in RA. Masyithah 5 Karanganyar
Paiton in group B with 20 children for the control
group and 20 children for the experimental group as research subjects. From
this research, it shows that there is an influence on the experimental class
children who use serial image media has a higher average when compared to the
control class who uses the conventional model that is centered on the teacher.
The average score for the experimental class was 82.25 and the mean score for
the control class was 75.5. Based on the data analysis that has been done, that
tcount> ttable, namely
2.163> 2.08387. Thus it can be concluded that
serial image media has an effect on cognitive development by playing science
activities to recognize butterfly metamorphosis.
Keywords: serial image media; cognitive development; science
Introduction
Early Childhood
Education is education before basic education as an effort to guide children
from birth to 6 years of age by providing educational stimuli to help the
growth and development of children both physically and spiritually so that
children have readiness to obtain further education (Aprinawati, 2017). Nugraha states
that early childhood has a major influence on a person's adult life, so that
the right to education for early childhood becomes very fundamental and cannot
be negotiated (Sugiantiningsih & Antara, 2019).� Sujiono states defines
that early childhood is a child who is only born until the age of 6 years. This age
is very decisive in shaping the character and personality of children. At this
time, optimal stimulation is also needed so that the potential of the child can
develop and grow optimally. This age is a determinant in shaping the character
and personality of early childhood (Huitt & Hummel, 2003).
The activities
of the teaching and learning process should emphasize the development of
cognitive structures by providing stimuli to children so that they get the
opportunity directly in various learning activities that contain meaning (F. Fardiah, S. Murwani, 2020). Science
learning activities are often delivered conventionally monotone, namely by the
lecture method so that teaching and learning activities are only one way
centered on the teacher. So that children are less trained to develop cognitive
abilities, so that learning activities are less than optimal and children's
potential can develop optimally (Watanabe, Flores, Fujiwara, & Tran, 2005).
The use of media
in teaching and learning activities is needed because the information conveyed
by the teacher will be more memorable and easily understood by children (Sugiarti, Putra, & Abadi, 2014). Media that is
suitable or appropriate for use in cognitive development by playing the science
of butterfly metamorphosis is by using serial image media. Serial image media
is defined, namely visual media that contains a sequence of images, between
images that are interconnected and represent an event (Qomariah, 2016). The media
describes a series of events from the beginning of the incident to the end of
the incident. Serial image media is used to stimulate children's thinking power
in reading and to look for a main idea in an activity and to solve
a problem (Sugiarti et al., 2014).
A.
Serial
Image Media
Series
image media is defined as learning media in the form of images that contain
stories in several sequences so that between one image and another it forms a
unity that describes events in the form of a structured story (Aprinawati, 2017).
Serial
image media is a series of pictures that tell an event and each picture tells a
part of the story. The pictures can be arranged in order to form a coherent
story. Serial image media is one of the visual media that contains a sequence
of images, the images are related to one another and represent an event (Qomariah, 2016).
The use
of media in teaching and learning activities is very good because the
information conveyed by the teacher will be more remembered and easily
understood by children (Watanabe et al., 2005). Dhieni
stated that the advantages of serial image media are concrete images, images
can limit space, time and the ability of human senses, images serve to explain
a problem, whether concrete or abstract, images are easy to obtain and cheap
media, easy images used either individually, in groups, classically, throughout
the class or school (Sugiantiningsih & Antara, 2019).
Serial
image media is the right media on the grounds that the media is simple without
having to cost a fortune besides that it can be useful for increasing student
motivation, can attract students' attention and students can pour ideas, ideas
as interesting as possible (P. Media and G. Berseri, 2017).
B.
Early
Childhood Cognitive Development
According
to Sujiono, cognitive development is a change that occurs in children's
thinking, intelligence and language to provide reasons so that children can
remember, develop creative strategies, think about how to solve problems and be
able to connect sentences into meaningful conversations (Retnaningrum, 2016).
According
to Santrock, cognition refers to mental activities about how information can be
entered into the mind, stored and transformed, and recalled and used in complex
activities such as thinking (Khiyarusoleh, 2016).
Hasnida
stated that basically this cognitive development is determined at the time of
conception which is influenced by heredity, but whether or not this cognitive
potential can develop or not also depends on environmental factors and maturity
on the opportunity given to be able to determine the maximum limit of
development at the level of intelligence (Arimbi, Saparahayuningsih, & Ardina, 2018).
Teaching
and learning activities should be emphasized on the development of cognitive
structures, namely through providing opportunities for children to have direct
opportunities in various teaching and learning activities that are in
accordance with the learning theme and contain meaning (F. Fardiah, S. Murwani, 2020).
Cognitive
development aims to develop thinking skills which in its development are
manifested in thinking habits (Ravanis, 2017). The ability to
think includes the ability to think analytically, critically, innovatively, and
creatively. Early childhood are invited to recognize and learn about certain
objects that are around them so that children can understand simple concepts
and find various kinds of alternatives to solve simple problems in everyday
life (Handayani, 2020).
C.
Science
Learning Activities
Conant defines
science as a series of concepts and conceptual schemes that are related to each
other that grows as a result of a series of experiments and observations and
can be observed and in further trials. Science learning activities are closely
related to tracing symptoms and natural facts around the child's environment
(Roza,2012).
Rosalind
and Karen states that science learning activities are a way to try
to find the essence of things, attitudes and skills that allow children to
solve problems they face in everyday life (Worth, 2010).
Henniger (Lind, 1998) science
has two components, namely content and process. Content is the total knowledge
that wants to be developed, while the scientific process is the method and
attitude used by scientists to obtain information and solve problems.
Method
Based on the
problems studied, namely the implementation of serial image media in developing
aspects of cognitive development by playing the science of butterfly
metamorphosis in RA.Masyithah 5 Karanganyar Paiton, the form of this research
is quantitative research with the type of Quasi Experiment research
(quasi-experimental). The population of this research is all group B
RA.Masyithah 5 Karanganyar Paiton which has a total of 40 students. Techniques
in taking research samples using purposive sampling technique. The sample in
this study were groups B1 and B2. Group B1 was used as an experiment with 20
children and group B2 was used as a control group with 20 children. The data
collection technique used in this study was a teacher-made test, in which the test
had been tested for validity. In the assessment, the instrument used was a
checklist format. With the assessment criteria, namely developing very well,
given a score of 4, developing according to expectations, given a score of 3,
starting to develop 2, not developing 1.
The data
analysis technique used in this study is an analysis that compares the
differences between the two average values, so it is carried out with the t
test (t-test). However, before analyzing these differences, it is necessary to
test the normality with the Liliefors test, and the homogeneity test with the
Barlett test. If it is known that the data is normally distributed and
homogeneous, then the data analysis is carried out in accordance with the
analysis technique that has been done, namely by looking for comparisons using
the t-test.
Result and
Discussion
The
data described in this study consisted of two groups, namely data about the
pre-test results in the experimental group (B1) and in the control group (B2)
on the cognitive development of early childhood before being given treatment.
Table 1
Recapitulation of Pre-test Results for
early childhood cognitive development in the Experiment Class and the Control Class (source of data analysis)
|
Variable |
Experimental Learning B1 |
Control Learning B2 |
|
N |
20 |
20 |
|
highest score |
80 |
80 |
|
Lowest Score |
50 |
50 |
|
Total Score |
795 |
750 |
|
Median |
68,5 |
65,5 |
|
Average |
66,8 |
62,2 |
|
SD |
7,06 |
8,8 |
Based
on the table above, the experimental class with a total of 20 children received
the highest score of 80 and the lowest score of 50. From the scores of the
experimental class children, the overall score was 795 median 68.5 with an
average value of 66.8 with a standard deviation of 7, 06. While the control
class with 20 children received the highest score of 80 and the lowest score of
50. From the value of the control class children, the total score was 750, the
median of 65.5 with an average value of 62.2, with a standard deviation of 8.8.
Table 2
Recapitulation of Post-test Results for early childhood cognitive development
in the Experiment Class and the Control
Class (source of data
analysis)
|
Variable |
Experimental Learning B1 |
Control Learning B2 |
|
N |
20 |
20 |
|
highest score |
90 |
90 |
|
Lowest Score |
70 |
70 |
|
Total Score |
980 |
900 |
|
Median |
84,25 |
82,2 |
|
Average |
82,2 |
75,5 |
|
SD |
8,8 |
7,60 |
Based on table 2
above, the experimental class with the number of 20 children got the highest
score of 90 and the lowest score of 70.From the scores of the children in this
experimental group, the total score was 980, the median was 84.25 with an
average value of 82.2 standard deviations 8.8. While the control group with 20
children received the highest score of 90 and the lowest score of 70. From the
value of the control class children, the total score was 900, the median was
82.2 with an average value of 75.5, the standard deviation was 7.60.
So from the
results of this study it is stated that cognitive development with the activity
of playing the science of butterfly metamorphosis in the experimental group and
the control group, the results show that the children in the experimental group
(group B1) were higher than those in the control group (group B2).
To test the
hypothesis, the t-test is used. From the results of hypothesis testing using
the t-test, the following results were obtained:
Table 3
Calculation Results of Pre-test Testing
with t-test
|
N
o |
Group |
N |
Average |
Ttest |
Ttableα
0,05 |
decision |
|
1 |
Experiment |
20 |
66,8 |
2,613 |
2,08387 |
Acceptance
H0 |
|
2 |
Control
|
20 |
62,2 |
Judging from the
table above for the real level α = 0.05 (5%) with a df of 22 is = 2.08387.
Thus, it can be seen that at the real level α = 0.05 (5%), t count is
smaller than t table (0.6215 <2.08387). So it can be concluded that there is
no significant difference between cognitive development and butterfly
metamorphosis science playing activities in the experimental class and control
in the pre-test scores.
Table 4
Calculation Results of the
Liliefors Post-test Test for the Experiment
Group and the Control Group
|
N
o |
Group |
N |
α |
L0 |
Lt |
Explanation |
|
1 |
Experiment
|
20 |
0,
05 |
�0,1 67 |
0,2
42 |
Normal |
|
2 |
Control
|
20 |
0,
05 |
0,1 68 |
0,2
42 |
Normal |
Based on the
table above, it can be seen that the experimental group's value of L count
0.167 is smaller than L table 0.242 for α 0.05. Thus the value of the
experimental class comes from data that is normally distributed. For the
control class, it is obtained that Lhitung 0.168 is smaller than L-table 0.242
for α 0.05. This means that the control class data comes from data that is
normally distributed.
Conclusion
Based on the
results of data analysis that has been carried out, it can be concluded that
the results of research conducted at RA. Masyithah 5 Karanganyar Paiton in
cognitive development by playing the science of butterfly metamorphosis using
serial image media, namely children in the experimental class (B1) are higher
than with the control class (B2), namely (82.2) for the experimental class and
(75.5) for the control class.
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|
Dewi Mike Oktavia, Junaisih Dewi Nadya, Puji Lestari, Ekfi Rosyidah
Amaliyah dan Itaqillah H.K (2021) |
|
First publication right: Journal Syntax Literate |
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