Pengaruh Project-Based Learning (PJBL) Melalui Kegiatan Pengukuran Tidak Baku Terhadap Kemampuan Konsep Berhitung 1-10
DOI:
https://doi.org/10.37985/global.v3i1.122Keywords:
Berhitung 1–10, numerasi awal, PAUD, pengukuran tidak baku, project-based learningAbstract
Kemampuan berhitung 1–10 pada anak usia dini mencakup urutan stabil, korespondensi satu-satu, dan kardinalitas. Praktik pembelajaran yang terlalu simbolik berisiko membuat anak mampu menyebut urutan angka tetapi belum memahami jumlah sebagai makna akhir. Penelitian ini bertujuan mendeskripsikan penerapan Project-Based Learning (PjBL) melalui kegiatan pengukuran tidak baku serta menguji perbedaan kemampuan berhitung 1–10 sebelum dan sesudah perlakuan. Metode penelitian menggunakan desain kuantitatif pre-eksperimen one-group pretest–posttest pada 20 anak kelompok B2 (usia 5–6 tahun) di TK Gembira Surabaya. PjBL diterapkan dalam empat pertemuan melalui proyek pengukuran tidak baku menggunakan unit seragam (sedotan dan stik es krim), termasuk penugasan rumah dengan pendampingan orang tua. Instrumen observasi berupa rubrik skala 1–4 dengan tiga indikator: (1) menyebutkan bilangan 1–10 urut, (2) membilang benda 1–10 secara benar, dan (3) menyatakan jumlah akhir dengan tepat. Uji Wilcoxon Signed-Rank memperlihatkan peningkatan skor total yang signifikan dari pretest (Mdn = 10,50) ke posttest (Mdn = 12,00), T = 0, p = 0,0015, dengan ukuran efek besar (r = 0,87).Hal ini menunjukkan perbedaan yang signifikan antara pretest dan posttest, sehingga H0 ditolak. Artinya, terdapat perbedaan signifikan antara kemampuan berhitung 1–10 pada pretest dan posttest setelah penerapan PjBL berbasis pengukuran tidak baku. Temuan ini menegaskan bahwa PjBL berbasis pengukuran tidak baku efektif memperkuat berhitung bermakna melalui aktivitas konkret, kolaboratif, dan scaffolding.
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