Pendekatan Contextual Teaching And Learning Terhadap Kemampuan Literasi Sains Anak Usia Dini

Abstract

This study aims to determine the application of early childhood scientific literacy development using one approach, namely the contextual teaching and learning approach. In this study, researchers used descriptive qualitative research methods. Data collection techniques used were observation of children and teachers, interviews, and documentation. The data source was obtained from school data in the form of a list of group B children, the results of observations of children carried out by observing and interviewing group B children and group B teachers and the principal of Tk Al-Ihsan Omben in learning scientific literacy using the Contextual Teaching and Learning approach. The research location is Tk Al-Ihsan, Jl. Jokotole, Omben Village, Omben District, Sampang Regency. The results of the research that has been carried out by researchers in the group b tk al-ihsan, Omben village, Omben sub-district, Sampang district. In conclusion, scientific literacy learning activities with a contextual approach make it easier for children to learn. The results of the study show that using the Contextual Teaching and Learning (CTL) approach in learning scientific literacy is more fun and quickly understood, and cannot be separated from providing an adequate learning climate, as well as learning infrastructure that supports children in carrying out the learning process. One of the approaches used in Al-Ihsan Omben Kindergarten is through the application of the Contextual Teaching and Learning (CTL) approach which, if used, is very appropriate and effective for application to science learning for children in group B of Al-Ihsan Omben Kindergarten, because this approach helps teachers Associating the science material being taught with real-world situations for children, so that it will make learning fun and not boring