THE EFFECT OF PROJECT PLAY METHODS ON LEARNING MOTIVATION AND NUMERACY LITERACY SKILLS OF CHILDREN OF KINDERGARDEN NEGERI PEMBINA BENGKAYANG
DOI:
https://doi.org/10.51878/academia.v6i3.11871Keywords:
Project Play Method, Numeracy Literacy, Learning Motivation, Early Childhood EducationAbstract
ABSTRACT
This study examines the effects of project play methods and LKA (student worksheets) on children’s learning motivation and numeracy literacy skills at Pembina Bengkayang State Kindergarten. The study employed a quasi-experimental design using a non-equivalent control group design involving 90 children aged 5–6 years selected through purposive sampling. Data were collected through interviews, observations, and documentation, and analyzed using descriptive and inferential statistics. Paired t-tests were used to examine differences within each group before and after treatment, while independent t-tests were applied to compare differences between groups. The findings reveal that both project play and LKA methods have a positive and significant effect on children’s learning motivation and numeracy literacy skills. However, children who participated in project play demonstrated significantly higher learning motivation and better numeracy literacy skills than those who learned using LKA. These findings indicate that although both methods contribute positively to early childhood learning outcomes, project play is more effective in enhancing children’s cognitive and motivational development. Therefore, play-based and interactive learning approaches are recommended as effective pedagogical strategies for improving motivation and numeracy literacy in early childhood education.
ABSTRAK
Penelitian ini bertujuan untuk mengkaji pengaruh metode bermain proyek dan LKA (Lembar Kerja Anak) terhadap motivasi belajar dan kemampuan literasi numerasi anak di TK Negeri Pembina Bengkayang. Penelitian ini menggunakan desain quasi eksperimen dengan bentuk non-equivalent control group design yang melibatkan 90 anak usia 5–6 tahun yang dipilih melalui teknik purposive sampling. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi, kemudian dianalisis menggunakan statistik deskriptif dan inferensial. Uji paired t-test digunakan untuk menguji perbedaan dalam masing-masing kelompok sebelum dan sesudah perlakuan, sedangkan independent t-test digunakan untuk membandingkan perbedaan antar kelompok. Hasil penelitian menunjukkan bahwa metode bermain proyek dan LKA sama-sama memberikan pengaruh positif dan signifikan terhadap motivasi belajar dan kemampuan literasi numerasi anak. Namun, anak yang mengikuti pembelajaran dengan metode bermain proyek menunjukkan motivasi belajar yang secara signifikan lebih tinggi serta kemampuan literasi numerasi yang lebih baik dibandingkan anak yang belajar menggunakan LKA. Temuan ini menunjukkan bahwa meskipun kedua metode memberikan kontribusi positif terhadap hasil belajar anak usia dini, metode bermain proyek lebih efektif dalam meningkatkan perkembangan kognitif dan motivasional anak. Oleh karena itu, pendekatan pembelajaran yang interaktif dan berbasis bermain direkomendasikan sebagai strategi pedagogis yang efektif untuk meningkatkan motivasi dan literasi numerasi pada pendidikan anak usia dini.
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