Penerapan Metode Eksperimen dalam Mengembangkan Keterampilan Proses Sains Anak Usia Dini di TK Aisyiyah 1 Rappang

Abstract

Science process skills form a crucial foundation for the development of scientific thinking in early childhood; through these skills, children learn to observe, compare, classify, predict, experiment, draw conclusions, and communicate their experiences. However, science education in early childhood settings is often still perceived merely as the introduction of simple facts rather than as a process of active exploration involving direct child participation. This article aims to analyze the implementation of the experimental method in developing science process skills among young children at Aisyiyah 1 Rappang Kindergarten. The study employs a descriptive qualitative approach, utilizing data collection techniques such as semi-structured interviews, classroom observations, and documentation. Research informants included classroom teachers, the school principal, and children from Group B, who served as the subjects of the learning observations. Data analysis was conducted through data reduction, data presentation, thematic categorization, and conclusion drawing. The findings indicate that the experimental method effectively fosters children's science process skills through concrete activities—such as color mixing, floating and sinking experiments, observing how water alters soil shapes, monitoring sprout growth, and conducting simple air-related experiments. The success of the experimental method is significantly influenced by teacher preparedness, the selection of safe learning materials, the use of open-ended questions, the reinforcement of simple scientific language, and process-based authentic assessment.