Menstimulasi Kemampuan Observasi Anak Usia Dini melalui Konsep Sains Bertema Tanah Airku dan Alam Semesta

Abstract

Observational ability forms a foundational science process skill that is crucial to develop in early childhood; through observation, children learn to recognize characteristics, changes, patterns, and simple cause-and-effect relationships, while also communicating their learning experiences. However, science education in early childhood settings is often still perceived merely as the introduction of facts or terminology, rather than as a process of exploration that positions the child as an active observer. This article aims to analyze the stimulation of observational skills in young children through science concepts based on the themes of "My Homeland" and "The Universe." The study employs a descriptive qualitative approach involving semi-structured interviews with early childhood educators, observations of learning activities, and a review of lesson planning documents. Data analysis was conducted thematically through data reduction, coding, categorization, interpretation, and conclusion drawing. The findings indicate that the "My Homeland" theme effectively stimulates concrete observation through the immediate environment—including soil, water, plants, local weather, and geographical-cultural diversity—while the "Universe" theme expands children's curiosity through observations of day and night cycles, shadows, the moon, stars, clouds, and weather changes. Stimulation is most effective when teachers utilize open-ended questions, tangible materials, outdoor activities, simple recording methods, and the communication of observations through drawings and storytelling.