STRATEGI GURU DALAM MENGEMBANGKAN MOTORIK HALUS ANAK USIA 5-6 TAHUN MELALUI MEDIA LOOSE PARTS BERBASIS STEAM DI TK ‘AISYIYAH NYAI AHMAD DAHLAN

Lisna Nurlatifah, NIM.: 22104030058 (2026) STRATEGI GURU DALAM MENGEMBANGKAN MOTORIK HALUS ANAK USIA 5-6 TAHUN MELALUI MEDIA LOOSE PARTS BERBASIS STEAM DI TK ‘AISYIYAH NYAI AHMAD DAHLAN. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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	Text (STRATEGI GURU DALAM MENGEMBANGKAN MOTORIK HALUS ANAK USIA 5-6 TAHUN MELALUI MEDIA LOOSE PARTS BERBASIS STEAM DI TK ‘AISYIYAH NYAI AHMAD DAHLAN) 22104030058_BAB-II_sampai_SEBELUM-BAB-TERAKHIR.pdf - Published Version Restricted to Registered users only Download (24MB) | Request a copy

Abstract

In the digital era, stimulating children's fine motor skills is crucial to support academic and functional readiness. Its development requires exploratory media such as loose parts combined with a STEAM approach to enhance creativity and motor skills. This study aims to determine teachers' strategies in designing, implementing, and analyzing the results and obstacles of fine motor learning through STEAM-based loose parts media at 'Aisyiyah Nyai Ahmad Dahlan Kindergarten. This study used a qualitative analytical approach with teachers and children aged 5–6 years as subjects. Data collection techniques included observation, interviews, and documentation, with analysis through data reduction, data presentation, and drawing conclusions, as well as validity testing through triangulation The results of the study indicate that learning planning was carried out systematically through initial assessments, goal setting, selection of loose parts media, and designing holistic and differentiated STEAM-based activities. The learning implementation applied a child centered learning approach, with the teacher acting as a facilitator who provided scaffolding and exploration space. The results obtained showed an increase in fine motor skills, including pinning, arranging, stringing, and hand eye coordination skills, followed by the development of creativity, independence, and active participation of children. Obstacles faced included differences in children's abilities, limited materials, classroom management, and learning time. Efforts made by teachers included implementing differentiated learning, utilizing the environment as a learning resource, and adaptive classroom management so that learning could take place optimally.

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