Implementasi Eksperimen Lava Menari sebagai Media Pengenalan Konsep Sains Pada Anak Usia Dini di KB Al-Mumin
DOI:
https://doi.org/10.24114/jgk.v10i1.69654Keywords:
Anak Usia Dini, Pembelajaran Sains, Eksperimen Lava Menari, Pembelajaran Berbasis EksperimenAbstract
Penelitian ini bertujuan untuk mendeskripsikan penerapan eksperimen Lava Menari sebagai media pengenalan konsep sains pada anak usia dini serta melihat dampaknya terhadap keterlibatan dan perkembangan belajar anak. Metode penelitian yang digunakan adalah kualitatif deskriptif. Subjek penelitian adalah anak usia dini di KB Al-Mumin, dengan lokasi penelitian dilaksanakan di lingkungan sekolah tersebut. Teknik pengumpulan data meliputi observasi, wawancara, dan dokumentasi selama proses pembelajaran berlangsung. Teknik analisis data dilakukan melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa penggunaan eksperimen Lava Menari mampu meningkatkan antusiasme, rasa ingin tahu, dan partisipasi aktif anak dalam pembelajaran sains. Anak dapat mengenal konsep sederhana seperti pencampuran zat, perubahan warna, dan reaksi yang menghasilkan gelembung secara menyenangkan dan bermakna. Selain aspek kognitif, kegiatan ini juga mendukung perkembangan bahasa, sosial, dan motorik halus anak. Kesimpulan penelitian menunjukkan bahwa eksperimen Lava Menari efektif sebagai media pembelajaran sains pada anak usia dini. Rekomendasi penelitian ini adalah agar guru PAUD lebih sering memanfaatkan eksperimen sains sederhana dan inovatif dalam kegiatan pembelajaran.References
Al-Hassan, O. M., Alhasan, L. M., AlAli, R. M., Al-Barakat, A. A., Al-Saud, K. M., & Ibrahim, N. A. (2025). Enhancing Early Childhood Mathematics Skills Learning through Digital Game-Based Learning. International Journal of Learning, Teaching and Educational Research, 24(2), 186–205. https://doi.org/10.26803/ijlter.24.2.10
Al-Thani, N. J., & Ahmad, Z. (2025). The Scope of Problem-Based Learning and Integrated Research Education for Primary Learners (pp. 25–43). https://doi.org/10.1007/978-3-031-87544-1_2
Amiruddin, S. B., Ibrahim, S. N. N., Musa, M. B., Mat Nazir, N. B., Haji Ismail, F. B., & Blasius, F. P. (2025). Innovating Teaching Aids for Early Childhood Education through Sensory Development and Play-Based Learning: CUESORY. International Journal of Research and Innovation in Social Science, IX(IIIS), 4309–4317. https://doi.org/10.47772/IJRISS.2025.903SEDU0307
Andriani, N., Maison, & Nazarudin. (2025). Activities, Resources, and Learning Environment: A Case Study of Science Learning at Sekolah Alam. Jurnal Penelitian Pendidikan IPA, 11(1), 1075–1091. https://doi.org/10.29303/jppipa.v11i1.9569
Azhari, M. T., Bahri, A. F., Asrul, A., & Rafida, T. (2023). Metode Penelitian Kuantitatif. Sonpedia Publishing Indonesia.
Aznar-Cebamanos, M., García-Barrios, A., Royo-Ortín, E., Peñarrubia-Lozano, C., Whyte-Orozco, J., & Cisneros-Gimeno, A. I. (2025). From anthropological transfer to children’s emotional health through motor stories. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1531135
Bambini, V., Battaglini, C., Frau, F., Pompei, C., Del Sette, P., & Lecce, S. (2025). On the inherent yet dynamic link between metaphor and Theory of Mind in middle childhood: meta-analytic evidence from a research programme bridging experimental pragmatics and developmental psychology. Philosophical Transactions of the Royal Society B: Biological Sciences, 380(1932). https://doi.org/10.1098/rstb.2023.0489
Besser, N., Linberg, A., Dornheim, D., Weinert, S., Roßbach, H.-G., & Lehrl, S. (2025). Fostering toddlers’ numeracy and mathematical language skills through a professional development intervention on interaction quality in toddler classrooms. Early Childhood Research Quarterly, 72, 44–55. https://doi.org/10.1016/j.ecresq.2025.02.004
Brioa Saez, G., Rico-González, M., & Monge Gómez, N. (2025). The Effect of Physical-Activity-Based Programs on School Children’s Cognitive Competence-Related Variables: A Systematic Review of Randomized Controlled Trials. Sports, 13(8), 261. https://doi.org/10.3390/sports13080261
Brubacher, S. P., Powell, M. B., Johnson, M. S., Cano, M. L., Hassan, S. Z., Riegler, M. A., Halvorsen, P., & Baugerud, G. A. (2025). Experts’ Views on Artifical Intelligence‐Based Child Chatbots to Train Investigative Interviewing Skills. Applied Cognitive Psychology, 39(2). https://doi.org/10.1002/acp.70048
Chen, W. (2024). Problem-Solving Skills, Memory Power, and Early Childhood Mathematics: Understanding the Significance of the Early Childhood Mathematics in an Individual’s Life. Journal of the Knowledge Economy, 16(1), 1–25. https://doi.org/10.1007/s13132-023-01557-6
Dalla, R. L., Karandikar, S., & Chavan, R. (2025). “Anything Can Happen Here”: Mother–Child Experiences Navigating Life as Residents of an Urban Red‐Light Brothel District in India. Family Process, 64(2). https://doi.org/10.1111/famp.70034
de los Santos, O., Hernández-Padilla, E., Vázquez-Alonso, Á., López-Aymes, G., Aguilar-Tamayo, M. F., & Arce, E. (2025). Scientific Thinking Promotes the Development of Critical Thinking in Primary Education. Education Sciences, 15(9), 1174. https://doi.org/10.3390/educsci15091174
Demirel, I. N., & Islamoglu, H. (2025). Improving pre-service teachers’ self-efficacy to employ activity-based art practices in inclusive education. International Journal of Inclusive Education, 1–19. https://doi.org/10.1080/13603116.2025.2555387
Doğan, Y., Batdı, V., Topkaya, Y., Özüpekçe, S., & Akşab, H. V. (2025). Effectiveness of Artificial Intelligence Practices in the Teaching of Social Sciences: A Multi-Complementary Research Approach on Pre-School Education. Sustainability, 17(7), 3159. https://doi.org/10.3390/su17073159
Firdaus, S. A., & Suwendi, S. (2025). Fostering Social Harmony: The Impact of Islamic Character Education in Multicultural Societies. AL-ISHLAH: Jurnal Pendidikan, 17(1). https://doi.org/10.35445/alishlah.v17i1.6579
Gali, O., Ercan, S. B., Atherton, G., Cross, L., Heaton, P., & Pares, N. (2025). Exploring the role of rhythmic music and embodied interaction in interpersonal synchrony and prosocial behaviors in children: The Moving Mandala mixed reality experience. International Journal of Clinical and Health Psychology, 25(4), 100622. https://doi.org/10.1016/j.ijchp.2025.100622
Gavrilas, L., Papanikolaou, M. – S., & Kotsis, K. T. (2025). Exploring electricity in early childhood education: A 5E-based learning approach. Science Activities, 62(1), 53–94. https://doi.org/10.1080/00368121.2024.2406208
Harahap, E. S., & Lubis, H. Z. (2025). The Implementation of Early Childhood Learning Methods Through the Floating Corn Science Experiment. Early Childhood Education & Parenting, 2(2), 59–66. https://doi.org/10.17509/ecepa.v2i2.82947
Kanaan, E. M., Kadhim, A. M., Alakashee, B. A., AlAli, R. M., Al-Barakat, A. A., Abdullatif, A. K., Aboud, Y. Z., & Helali, M. M. (2025). Digital Kinetic Storytelling as an Innovative Strategy for Enhancing Language Learning in Early Childhood Classrooms. International Journal of Learning, Teaching and Educational Research, 24(8), 497–516. https://doi.org/10.26803/ijlter.24.8.21
Karyono, T., Isa, B., & Masunah, J. (2025). Stimulation of Drawing Expression to Strengthen Character Learning. Jurnal Cakrawala Pendidikan, 44(2). https://doi.org/10.21831/cp.v44i2.76617
Komalasari, H., Barnas, B., & Sabaria, R. (2025). Deep Learning in Dance Education : A Strategy for Instilling Character Values in Today’s Elementary School Children. Jurnal Kependidikan : Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran, Dan Pembelajaran, 11(3), 971–980. https://doi.org/10.33394/jk.v11i3.17069
McCoy, D. C., & Sabol, T. J. (2025). Overcoming the streetlight effect: Shining light on the foundations of learning and development in early childhood. American Psychologist, 80(2), 135–147. https://doi.org/10.1037/amp0001432
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook. 3rd. Thousand Oaks, CA: Sage.
Myung, J., Choe, M., & Baek, J. S. (2025). Enhancing child–nature interactions through design: An empirical study of the emotions, perspectives and experiences of nature among South Korea’s urban Generation Alpha children. People and Nature, 7(4), 790–803. https://doi.org/10.1002/pan3.70005
Pakaya, W. C., Sutadji, E., Dina, L. N. A. B., Rahma, F. I., Mashfufah, A., & Ayu, I. R. (2023). Metode Penelitian Pendidikan. Nawa Litera Publishing.
Pellas, N. (2025). Enhancing Computational Thinking, Spatial Reasoning, and Executive Function Skills: The Impact of Tangible Programming Tools in Early Childhood and Across Different Learner Stages. Journal of Educational Computing Research, 63(1), 3–32. https://doi.org/10.1177/07356331241292767
Putranti, A. D. (2025). Early Childhood Education Based On Local Wisdom: Learning Innovations To Shape Children’s Cultural Character. Journal of Pedagogi, 2(3), 105–116. https://doi.org/10.62872/714wwg50
Putri, D. R., & Fiqiyah, M. (2025). Development of Child’s Islamic Religious Aspects Through The Method of Training Education. TATHO: International Journal of Islamic Thought and Sciences, 70–86. https://doi.org/10.70512/tatho.v2i1.62
Samuelsson, R. (2025). Computational transformations of early childhood education: Pathways toward child‐centred computing in two educational change projects. British Journal of Educational Technology, 56(4), 1573–1592. https://doi.org/10.1111/bjet.13536
Sriarun, A., Srikao, S., & Jantharajit, N. (2025). An Experiential Learning Management Model (ELMM) for Early Childhood Based on the Reggio Emilia Approach and Constructivist Theory. Journal of Education and Learning, 14(4), 298. https://doi.org/10.5539/jel.v14n4p298
Sugiyono. (2017). Metode Penelitian & Pengembangan Research and Development. Alfabeta.
Thakur, D. J. (2025). Developing Emotional and Cognitive Skills. Pedagogical Approaches to Bridging Emotional and Cognitive Learning, 93.
Veziroglu-Celik, M., Ozkaya, S., Kacar, G., & Senturk, Z. E. (2025). STEAM in Early Childhood: An Analysis Towards Teachers’ and Children’s Perspectives. Early Childhood Education Journal. https://doi.org/10.1007/s10643-025-01897-9
Wang, Z., Pan, J., Jin, D., Zhang, J., Cao, J., Zhang, C., Li, Z., Hansen, P., Zhao, Y., Sun, S., & Qiao, X. (2025). CharacterCritique: Supporting Children’s Development of Critical Thinking through Multi-Agent Interaction in Story Reading. Proceedings of the 2025 CHI Conference on Human Factors in Computing Systems, 1–21. https://doi.org/10.1145/3706598.3713602
Wu, P.-Y., Arias, S., Abramson, S., & Zuzlewski, E. (2025). Engaging Young Children in STEAM Learning: An Inquiry Planning Guide for Early Educators. Early Childhood Education Journal, 53(2), 629–643. https://doi.org/10.1007/s10643-023-01608-2
Yang, W., Liang, L., Xiang, S., & Yeter, I. H. (2025). Making a Makerspace in early childhood education: Effects on children’s STEM thinking skills and emotional development. Thinking Skills and Creativity, 56, 101754. https://doi.org/10.1016/j.tsc.2025.101754
Zaitun, I., Rofiq, M., & Inganah, S. (2025). BUILDING BASIC SCIENCE CONCEPTS THROUGH SIMPLE EXPERIMENTS AT AISYIYAH BUSTANUL ATHFAL 2 KINDERGARTEN. PIONIR: JURNAL PENDIDIKAN, 14(1), 94. https://doi.org/10.22373/pjp.v14i1.28507
Zamalloa, T., Salgado, M., & Berciano, A. (2025). How to Promote Scientific Practices in Early Childhood Education: The Teachers’ Role. International Journal of Science and Mathematics Education, 23(7), 2975–2995. https://doi.org/10.1007/s10763-025-10557-8
Zeng, H. Q., & Ng, S. C. (2025). Free Play Matters: Promoting Kindergarten Children’s Science Learning Using Questioning Strategies during Loose Parts Play. Early Childhood Education Journal, 53(7), 2373–2388. https://doi.org/10.1007/s10643-024-01741-6
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Ika Apriliyanti Ika, Latifatus Sa’adah, Helina Himmatul Ulya Lina
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors published with the JGK (Jurnal Guru Kita) agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. (See The Effect of Open Access)
