EXPERIENTIAL LEARNING SEBAGAI STIMULUS PERKEMBANGAN KOGNITIF DAN SOSIAL-EMOSIONAL ANAK DI TAMAN ANAK (TA) SANGGAR ANAK ALAM (SALAM) YOGYAKARTA

Muhammad Abdul Latif, NIM. 18204030006 (2020) EXPERIENTIAL LEARNING SEBAGAI STIMULUS PERKEMBANGAN KOGNITIF DAN SOSIAL-EMOSIONAL ANAK DI TAMAN ANAK (TA) SANGGAR ANAK ALAM (SALAM) YOGYAKARTA. Masters thesis, UNIVERSITAS ISLAM NEGERI SUNAN KALIJAGA YOGYAKARTA.

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Abstract

of cognitive and social-emotional development of early childhood mostly occur in conventional schools. Learning in preschool is often found in one-way teaching format where the teacher gives lectures to children and activity sheet and children are very rarely playing freely. This research is a qualitative research with a phenomenological approach. Data collected using observation, interviews, and documentation method. Milles and Huberman model data analysis techniques were used. Validity of the data was tested using source and technique triangulation. The results showed that, first, the teacher understands experiential learning as theory and experiential learning is appropriate to be applied to early childhood education, the implementation of experiential learning in TA SALAM through: a) opening b) the process of experiential learning learning in TA SALAM begins with children observing or retelling their experience to the facilitator who responds to their story (if needed), c) the process of experiential learning in stimulating children's cognitive development is carried out by: (1) observation, (2) story-telling, (3) creating experiences by cooking together. d) achievement of cognitive development, namely: (1) children solve their own problems, (2) children find their own ideas, (3) children know colors, and (4) children are able to count. e) The process of experiential learning in stimulating children's social-emotional development is carried out by: (1) interaction of childern between each other or with the facilitator, (2) making games, or (3) events. e) Achievement of social development, namely: (1) children understand mutual agreement, (2) children plays together, (3) children are able to share / care, and (4) children can communicate with each other. f) Achievement of emotional development, namely: (1) children are able to manage feelings, (2) children patiently wait their turn, and (3) children rarely cry. g)The Learning style on children TA SALAM is CE, AC, and RO. Third, the contribution of the implementation of experiential learning as a stimulation of cognitive and social-emotional development of children in TA SALAM: a) increase of cognitive and social-emotional development in children, b) the development of critical thinking, c) the development of independence character, d) childern able to express their feeling naturally, e) the development of self-confidence, f) the development of children's creativity with free learning, g) children are able to respect each other, h) children understand themselves, and i) children are able to adjust.

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