THE EFFECT OF INVISIBLE COLOR EXPERIMENTAL METHOD APPLICATION ON EARLY CHILDHOOD COGNITIVE DEVELOPMENT IN SCIENCE LEARNING

Abstract

This research is focused on knowing whether or not there is an influence of the application of the invisible color experimental method on the cognitive abilities of early childhood through science learning. Children's cognitive abilities according to the Child Development Achievement Level Standards (STPPA) include (1) learning and problem solving, (2) logical thinking (3) Symbolic thinking. This study aims to: (1) determine the application of the experimental method in science learning (2) determine the effect of the application of the experimental method on the development of children's cognitive abilities, (3) Determine the supporting and inhibiting factors in the application of the experimental method in science learning in improving children's cognitive abilities. This study uses a quantitative approach using a Quasi Experimental Design. The population in this study were all children in group B. The sample in this study amounted to 20 children, consisting of 10 children in the Experimental class and 10 children in the control class. The instrument used was an observation sheet. Data collection techniques in this study used observation and documentation techniques. Data analysis techniques used normality tests and hypothesis tests. Judging from the data obtained by researchers in the experimental group, both pretest and posttest, there were significant differences.