Strategi Guru Mengembangkan Kemampuan Berpikir Kritis Anak melalui Pendekatan Steam di TK Budhi Dharma Pertiwi II Nusawangkal
DOI:
https://doi.org/10.62710/jppsb.cs3t8f95Keywords:
Critical thinking skills , Early childhood education, STEAM, Teacher strategies, LearningAbstract
Critical thinking skills are one of the essential 21st-century competencies that need to be developed from an early age. This study aims to describe the strategies used by teachers to develop critical thinking skills in children aged 5–6 years through the STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach at TK Budhi Dharma Pertiwi II Nusawangkal. The study employed a descriptive qualitative approach, with data collected through observations, interviews, and documentation. The findings revealed that teachers implemented various STEAM-based learning strategies, including open-ended questioning, simple experiments, problem-solving activities, group discussions and collaboration, as well as learning reflection. These strategies provided opportunities for children to observe, ask questions, make predictions, express ideas, analyze information, and find solutions to simple problems. Factors supporting the successful implementation of STEAM learning included the availability of adequate learning media, teachers’ competence in designing exploratory activities, and a learning environment that encouraged children's curiosity. Meanwhile, obstacles encountered included differences in children's thinking abilities, limited learning time, and parents’ limited understanding of the STEAM approach. Therefore, the implementation of STEAM-based learning strategies at TK Budhi Dharma Pertiwi II Nusawangkal was effective in supporting the development of critical thinking skills in early childhood.
Keywords: critical thinking skills, early childhood education, STEAM, teacher strategies, learning.
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