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KEGIATAN BERMAIN COOKING CLASS DALAM MENINGKATKAN KEMAMPUAN MOTORIK HALUS DAN KERJASAMA ANAK USIA 5-6 TAHUN DI TK ULIL ALBAB SEWON
Fine motor skills and cooperation are essential aspects of early childhood development that need to be nurtured through enjoyable and meaningful activities. Cooking class activities offer an alternative learning approach that not only trains children's physical abilities but also promotes positive social interaction. This study aims to: (1) analyze the implementation of cooking class play activities at TK Ulil Albab Sewon, (2) determine the extent to which these activities can improve fine motor skills and cooperation in early childhood, and (3) describe the supporting and inhibiting factors in the implementation of these activities. This research uses a qualitative method with a case study approach. The subjects of the study include Group B2 children, the Group B2 teacher, and the principal of TK Ulil Albab. Data were collected through observation, interviews, and documentation. Data analysis techniques involved data reduction, data display, and drawing conclusions. The validity of the data was ensured through triangulation of techniques and sources. The results of this study show that: (1) The implementation of cooking class play activities at TK Ulil Albab Sewon is carried out in a structured manner through three main stages: planning, implementation, and completion. These are collaboratively designed by the teacher and principal with attention to technical, pedagogical, and child development aspects. (2) Cooking class activities have proven effective in enhancing fine motor skills and cooperation in children aged 5–6 years. Most children showed cooperation development in the “Very Well Developed” (BSB) category, even exceeding the established indicators. Regarding fine motor skills, 11 children reached the BSB level, while 2 children still encountered difficulties with cutting tasks. (3) Supporting factors include school policy support, integration into the curriculum and the Pancasila Student Profile (P5) program, and the adaptive role of the teacher. Inhibiting factors include limited activity time and children’s lack of confidence in using cooking tools, which were addressed through scaffolding strategies and emotional approaches by the teacher.
FAKULTAS ILMU TARBIYAH DAN KEGURUAN, UIN SUNAN KALIJAGA YOGYAKARTA
KEGIATAN BERMAIN COOKING CLASS DALAM MENINGKATKAN KEMAMPUAN MOTORIK HALUS DAN KERJASAMA ANAK USIA 5-6 TAHUN DI TK ULIL ALBAB SEWON (Text)
KEGIATAN BERMAIN COOKING CLASS DALAM MENINGKATKAN KEMAMPUAN MOTORIK HALUS DAN KERJASAMA ANAK USIA 5-6 TAHUN DI TK ULIL ALBAB SEWON (Other)
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