Paundra Aulia Prameswari, - (2024) EFEKTIVITAS METODE TOTAL PHYSICAL RESPONSE DALAM MENGENAL GEOMETRI ANAK USIA 5-6 TAHUN: Penelitian Kuantitatif Quasi Eksperimen di TK X Arcamanik, Bandung. S1 thesis, Universitas Pendidikan Indonesia.
Abstract
Total Physical Response merupakan sebuah pendekatan yang menekankan pada penggunaan gerakan fisik dan aktivitas sebagai sarana untuk memahami, memproduksi bahasa serta membantu anak-anak usia dini mengenal bentuk-bentuk geometri dengan lebih efektif. Penelitian ini bertujuan untuk: (1) menganalisis kemampuan mengenal geometri anak usia dini dengan metode Total Physical Response; (2) menganalisis kemampuan mengenal geometri tanpa metode Total Physical Response; (3) membandingkan perbedaan kemampuan mengenal geometri; (4) menentukan efektivitas metode Total Physical Response. Penelitian ini menggunakan pendekatan kuantitatif quasi-eksperimental dengan desain Nonequivalent Control Group. Kelompok eksperimen diberikan pembelajaran mengenal geometri menggunakan metode TPR, sementara kelompok kontrol menerima pembelajaran konvensional. Data dikumpulkan melalui pretest dan posttest untuk mengukur kemampuan mengenal geometri. Hasil penelitian menunjukkan bahwa; (1) rata-rata nilai pretest kelompok eksperimen adalah 14.75, sedangkan rata-rata nilai posttest meningkat menjadi 17.75. Peningkatan rata-rata nilai sebesar 3 poin ini mencerminkan bahwa metode TPR berhasil dalam meningkatkan pemahaman dan performa anak; (2) rata-rata nilai pretest kelompok kontrol adalah 14.17, sedangkan rata-rata nilai posttest meningkat menjadi 16.75. Peningkatan rata-rata nilai sebesar 2 poin ini mencerminkan bahwa metode konvensional juga berhasil dalam meningkatkan pemahaman dan performa anak; (3) rata-rata hasil belajar kelompok eksperimen lebih besar 1, dibandingkan dengan kelompok kontrol. Perbedaan tersebut digunakan uji statistik Mann-Whitney yang menunjukkan perbedaan signifikan dengan nilai Asymp10. Sig. (2-tailed) sebesar 0.001 menunjukkan bahwa metode TPR memiliki perbedaan secara signifikan terhadap kemampuan mengenal geometri pada anak usia dini dibandingkan metode konvensional; (4) uji effect size (Cohen’s d) menunjukkan nilai korelasi rankbiserial sebesar 0.778 menunjukkan bahwa metode TPR memiliki efek yang dikategorikan dalam ukuran "Sedang" hingga "Besar" (large effect size). Metode TPR terbukti efektif dalam meningkatkan kemampuan mengenal geometri anak usia dini dibandingkan dengan metode pembelajaran konvensional. Penelitian ini memberikan bukti empiris bahwa metode TPR efektif dalam meningkatkan kemampuan mengenal geometri anak usia dini. Diharapkan hasil penelitian ini dapat menjadi referensi bagi pendidik dalam memilih metode pembelajaran yang tepat untuk meningkatkan pemahaman geometri pada anak usia dini. ---------- Total Physical Response is an approach that emphasizes the use of physical movement and activity as a means to understand, produce language and help young children recognize geometric shapes more effectively. This study aims to: (1) analyze the ability to recognize geometry of early childhood with the Total Physical Response method; (2) analyze the ability to recognize geometry without the Total Physical Response method; (3) compare differences in the ability to recognize geometry; (4) determine the effectiveness of the Total Physical Response method. This study used a quantitative quasi-experimental approach with a Nonequivalent Control Group design. The experimental group was given learning to recognize geometry using the TPR method, while the control group received conventional learning. Data were collected through pretest and posttest to measure the ability to recognize geometry. The results showed that; (1) the average pretest score of the experimental group was 14.75, while the average posttest score increased to 17.75. This 3-point increase in average score reflects that the TPR method was successful in improving children's understanding and performance; (2) the average pretest score of the control group was 14.17, while the average posttest score increased to 16.75. The increase in the average score by 2 points reflects that the conventional method is also successful in improving children's understanding and performance; (3) the average learning outcome of the experimental group is greater by 1, compared to the control group. The difference was used Mann-Whitney statistical test which showed a significant difference with a value of Asymp10. Sig. (2-tailed) of 0.001 indicates that the TPR method has a significant difference in the ability to recognize geometry in early childhood compared to conventional methods; (4) effect size test (Cohen's d) shows a rank-biserial correlation value of 0.778 indicates that the TPR method has an effect that is categorized in the size of “Medium” to “Large” (large effect size). The TPR method is proven to be effective in improving the ability to recognize geometry in early childhood compared to conventional learning methods. This study provides empirical evidence that the TPR method is effective in improving the ability to recognize early childhood geometry. It is hoped that the results of this study can be a reference for educators in choosing the right learning method to improve understanding of geometry in early childhood.
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| Item Type: | Thesis (S1) |
|---|---|
| Uncontrolled Keywords: | Anak Usia Dini, Geometri, Total Physical Response, Early Childhood, Geometry, Total Physical Response. |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1501 Primary Education |
| Divisions: | UPI Kampus cibiru > PGPAUD UPI Kampus Cibiru |
| Depositing User: | Paundra Aulia Prameswari |
| Date Deposited: | 12 Sep 2024 03:37 |
| Last Modified: | 12 Sep 2024 03:37 |
| URI: | http://repository.upi.edu/id/eprint/121705 |
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