Implementasi Pembelajaran Sains dala Mengembangkan Kemampuan Kognitif Anak Usia Dini di RA DDI Assalman

Abstract

This study aims to analyze the implementation of science learning objectives in developing the cognitive abilities of early childhood students at RA DDI Assalman. The study focuses on the planning of science learning objectives, instructional strategies, the forms of cognitive stimulation that emerge, and the factors supporting or hindering implementation. A descriptive qualitative approach was employed, utilizing data collection techniques such as classroom observations, semi-structured interviews with the school principal and classroom teachers, and the documentation of teaching materials and children's work. Data analysis involved data condensation, data presentation, and conclusion drawing. The results indicate that science learning objectives at RA DDI Assalman are implemented through activities involving environmental observation, simple experiments, object classification, question-and-answer sessions, and play-based exploration. This implementation contributes to the development of children's cognitive abilities—specifically in observing, comparing, classifying, understanding cause-and-effect relationships, solving simple problems, and communicating findings. However, the instructional process faces challenges, including limited teaching aids, a lack of systematic assessment variety, and a need to strengthen teacher competence in designing inquiry-based science lessons. The study underscores that science learning for early childhood should be designed as a concrete, contextual, enjoyable, and reflective experience to optimize children's cognitive development