PERKEMBANGAN SENSORIK ANAK USIA 4-6 TAHUN MELALUI PENDEKATAN PEMBELAJARAN TERBUKA DI SEKOLAH ALAM BENISO YOGYAKARTA

Siti Mar Atussholehah, NIM.: 22104030051 (2026) PERKEMBANGAN SENSORIK ANAK USIA 4-6 TAHUN MELALUI PENDEKATAN PEMBELAJARAN TERBUKA DI SEKOLAH ALAM BENISO YOGYAKARTA. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

Preview	Text (PERKEMBANGAN SENSORIK ANAK USIA 4-6 TAHUN MELALUI PENDEKATAN PEMBELAJARAN TERBUKA DI SEKOLAH ALAM BENISO YOGYAKARTA) 22104030051_BAB-I_IV-atau-V_DAFTAR-PUSTAKA.pdf - Published Version Download (6MB) | Preview
	Text (PERKEMBANGAN SENSORIK ANAK USIA 4-6 TAHUN MELALUI PENDEKATAN PEMBELAJARAN TERBUKA DI SEKOLAH ALAM BENISO YOGYAKARTA) 22104030051_BAB-II_sampai_SEBELUM-BAB-TERAKHIR.pdf - Published Version Restricted to Registered users only Download (13MB) | Request a copy

Abstract

Sensory development is important for children aged 4-6 years in receiving and responding to environmental stimuli. Open learning through nature exploration provides direct sensory experiences. This study aims to describe children’s sensory development through open learning at Sekolah Alam Beniso Yogyakarta, including the role of teachers and supporting and inhibiting factors. This study used a qualitative approach with descriptive research. The subjects consisted of the principal, teachers, and children aged 4-6 years involved in open learning activities. Data were collected through observation, interviews, and documentation. Data analysis used the Miles, Huberman, and Saldaña model, consisting of data condensation, data display, and conclusion drawing. Data validity was established through source and technique triangulation. The study focused on two sensory aspects: visual and auditory. The results showed that open learning supported children’s visual and auditory sensory development through direct experiences with the natural environment. Teachers acted as facilitators, while children actively participated in exploration activities. Supporting factors included the natural environment, teacher creativity, and support from the school and parents, while inhibiting factors included weather conditions and differences in children’s characteristics.

Share this knowledge with your friends :

Actions (login required)

View Item