Volume 07 Issue 12 December 2024
1Sakerani, 2Herti Prastitasari, 3Ratna Purwanti, 4Muhsinah Annisa, 5Asrani, 6Khairati Olfah, 7Tri Ambangsih, 8Elma Mufida, 9M.Risky Awali
1,3,6 Earlychildhood, Lambung Mangkurat University, Banjarmasin, Indonesia
2,4,5,7,8,9 Elementary School, Lambung Mangkurat University, Banjarmasin, Indonesia
DOI : https://doi.org/10.47191/ijsshr/v7-i12-40Google Scholar Download Pdf
ABSTRACT
This study aims to describe the improvement of kindergarten children's literacy skills through the use of wetland-based animal and plant textbooks. This research was conducted with 30 children consisting of 15 children from Kindergarten B1 and 15 children from Kindergarten B2 Harapan Bangsa Banjar Regency. The method used was descriptive qualitative method. Data collected in the form of observations, interviews, and documentation. Observations were obtained by observing the learning carried out by teachers and students during the learning process using the Wetland-based Animals and Plants textbook, interviews using semi-structured to explore more in-depth information, and documentation containing photos of the learning process using the textbook. The data analysis technique used is the model of Miles and Huberman with the stages of data reduction, data presentation, verification, and conclusion drawing. The results showed that 100% classical presentation increased in science literacy skills. Learning using the Wetland-based Animals and Plants textbook goes well so that it can improve children's science literacy skills. Based on this, further researchers can use the Wetland-based Animals and Plants textbook to improve children's science literacy skills. In addition, it can also be used as a reference in developing textbooks that facilitate children to improve science literacy skills in kindergarten.
KEYWORDS:Science Literacy, Wetlands, Kindergarten
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