Developing Children's Cognitive Aspects in Knowing Causation Through Picture and Picture Models, Direct Instruction and Environmental Media in Group B

Abstract

The condition of cognitive ability in knowing the cause of flooding through teacher learning strategies in Tebing Tinggi kindergarten is very lacking. The child does not know the cause and process of flooding in the child's environment. If this problem is not solved, the child's impact will have difficulty in the development of cognitive aspects. It is necessary to develop learning innovations that can develop children's mental elements, especially in identifying causal causes.  This study aims to describe the activities of teachers, children, and research improving children's cognitive abilities in identifying the causes and learning activities of children in sorting the series of images by Picture and Picture Model, Live Learning and Environmental Media. The research method used with class action research type (PTK) is carried out in 2 cycles in 4 meetings. The study subjects were children in Group B Mawar Village Tebing Tinggi Sub-District Simpur Hulu Sungai Regency with several 20 children. The research instruments used are the teacher activity sheet, the child activity sheet, and the child's cognitive development results sheet. Qualitative descriptive data analysis with teachers reached ≥26 with the "Good" category, child activity reached ≥64% with the "Active" category, and child development results got ★★★ star (Growing as Expected). The results of this study relate to teacher activities carried out following the measures set out. Teacher activity scored 40 with "excellent" criteria. Children's activity was classically 95, with a percentage of 82.25% in the "very active" category. The development of cognitive aspects of children in knowing the cause of flooding was categorized as very good development (★★★★) with a percentage of 100%. Advice for teachers, it is expected that this study's results can be used as a guideline to improve the quality of learning in cognitive aspects and children's learning outcomes. As a consideration material, the principal provides more support and guidance to teachers to implement the learning model. For further researchers, to increase creativity in developing the learning process.