Efektivitas Pendekatan Difraktif Terhadap Kreativitas Anak Usia Dini Dalam Aktivitas Eksperimen Sains
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Penelitian ini dilatarbelakangi oleh terbatasnya kajian empiris mengenai penerapan pendekatan difraktif dalam pembelajaran anak usia dini, khususnya dalam konteks eksperimen sains untuk mengembangkan kreativitas, sementara penelitian sebelumnya lebih banyak berfokus pada pendekatan inkuiri, berbasis proyek, dan STEAM. Penelitian ini bertujuan untuk menganalisis efektivitas pendekatan difraktif terhadap kreativitas anak usia dini dalam aktivitas eksperimen sains. Metode yang digunakan adalah pendekatan kuantitatif dengan desain quasi eksperimen nonequivalent control group design. Sampel penelitian berjumlah 55 anak usia 5–6 tahun yang terdiri dari 28 anak pada kelompok eksperimen dan 27 anak pada kelompok kontrol. Hasil penelitian menunjukkan bahwa rata-rata skor kreativitas kelompok eksperimen meningkat dari 53 menjadi 78 dengan gain score 25, sedangkan kelompok kontrol meningkat dari 52 menjadi 60 dengan gain score 8, yang menunjukkan peningkatan lebih signifikan pada kelompok eksperimen. Dengan demikian, dapat disimpulkan bahwa pendekatan difraktif efektif dalam meningkatkan kreativitas anak usia dini, khususnya pada aspek fluency, flexibility, originality, dan elaboration, melalui pembelajaran eksperimen sains yang mendorong eksplorasi, interaksi, dan konstruksi makna secara aktif, meskipun temuan ini masih terbatas pada konteks dan jumlah sampel tertentu.
The Effectiveness Of The Diffractive Approach Towards Early Children's Creativity In Science Experimental Activities
This study is motivated by the limited empirical research on the application of the diffractive approach in early childhood education, particularly in the context of science experiments to enhance creativity, while previous studies have predominantly focused on inquiry-based, project-based, and STEAM approaches. This study aims to analyze the effectiveness of the diffractive approach on early childhood creativity in science experiment activities. The research employed a quantitative approach with a quasi-experimental nonequivalent control group design. The sample consisted of 55 children aged 5–6 years, including 28 children in the experimental group and 27 children in the control group. The results showed that the average creativity score in the experimental group increased from 53 to 78 with a gain score of 25, while the control group increased from 52 to 60 with a gain score of 8, indicating a more significant improvement in the experimental group. Therefore, it can be concluded that the diffractive approach is effective in improving early childhood creativity, particularly in the aspects of fluency, flexibility, originality, and elaboration, through science experiment-based learning that promotes exploration, interaction, and active meaning construction, although the findings are still limited to a specific context and sample size.
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