Efektivitas Joyful Learning Berbantuan Video Animasi dalam menstimulasi Literasi Sains Anak Usia 5-6 Tahun
DOI:
https://doi.org/10.24256/tunascendekia.v9i1.12569Keywords:
literasi sains, Joyful Learning, video animasi, anak usia diniAbstract
Literasi sains penting distimulasi sejak usia dini karena berkaitan dengan kemampuan mengamati fenomena, hubungan sebab-akibat, dan menginformasikan hasil pengamatannya. Pembelajaran yang didominasi penjelasan guru, hafalan, dan lembar kerja membatasi kesempatan anak mengamati dan mencoba secara langsung. Hasil observasi 17 anak Kelompok B TK Darul Hikam menunjukkan pada kategori Belum Berkembang dan Mulai Berkembang dalam kemampuan literasi sains. Penelitian ini bertujuan menguji efektivitas Joyful Learning berbantuan video animasi dibandingkan pembelajaran bermedia gambar terhadap literasi sains anak Kelompok B usia 5–6 tahun. Penelitian menggunakan pendekatan kuantitatif dengan eksperimen semu berdesain non-equivalent control group pretest–posttest, melibatkan 21 anak yang dibagi menjadi kelompok eksperimen (11 anak) dan kelompok kontrol (10 anak) melalui teknik total sampling. Kelompok eksperimen mengikuti Joyful Learning berbantuan video animasi selama enam kali pertemuan, sedangkan kelompok kontrol mempelajari materi yang sama menggunakan media gambar. Literasi sains diukur melalui observasi dan unjuk kerja pada lima indikator: mengamati, menyebutkan ciri, mengelompokkan, memahami sebab-akibat, dan mengomunikasikan hasil pengamatan. Data dianalisis secara deskriptif dan inferensial menggunakan Welch's t-test, Mann–Whitney U, N-gain, dan Hedges' g. Hasil menunjukkan bahwa skor literasi sains kelompok eksperimen meningkat rata-rata 13,73 poin, jauh lebih tinggi daripada kelompok kontrol yang hanya meningkat 2,10 poin, dengan perbedaan yang signifikan dan ukuran efek sangat besar, t(18,83) = 7,70, p < 0,001; Hedges' g = 3,23, serta hasil yang konsisten pada uji Mann–Whitney U (p < 0,001). Peningkatan terjadi pada seluruh indikator, dengan kemajuan terbesar pada kemampuan memahami sebab-akibat dan mengomunikasikan hasil pengamatan, sedangkan kemampuan mengelompokkan meningkat paling kecil. Kebaruan penelitian ini terletak pada penggunaan video animasi sebagai pemantik diskusi dan eksplorasi benda nyata, bukan sekadar tontonan, sehingga kelima indikator literasi sains distimulasi secara terpadu. Temuan ini mendukung efektivitas Joyful Learning berbantuan video animasi dalam konteks penelitian ini, sekaligus menegaskan pentingnya pendampingan guru dalam mengoptimalkan penggunaan media digital pada pembelajaran sains anak usia dini.
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