IMPLEMENTATION OF PLAY-BASED LEARNING NEUROSCIENCE TO IMPROVE LEARNING FOCUS OF 5-6 YEAR OLD CHILDREN AT MUSLIMAT NU 57 WULUHAN

Abstract

Learning focus is an important aspect of children's readiness to participate in learning activities, yet the active and easily distracted characteristics of children aged 5–6 years can make sustained attention challenging in early childhood classrooms. Therefore, learning approaches that correspond to children's developmental characteristics while providing active and enjoyable experiences are needed. This study aimed to describe the implementation of Play-Based Neuroscience Learning in supporting children's learning focus at TK Muslimat NU 57. The study employed a qualitative descriptive approach with a case study design. The participants consisted of 12 children aged 5–6 years in Group B, with seven supporting informants consisting of one school principal, two classroom teachers, and four parents. Data were collected through classroom observations, semi-structured interviews, and documentation and analyzed using an interactive model involving data reduction, data display, and conclusion drawing and verification. The findings indicated positive changes in children's learning focus following the implementation of activities integrating movement, music, colors, sensory stimulation, and collaborative play. Specifically, 92% of the children were able to follow teacher instructions appropriately, 83% were able to maintain attention during learning activities, 83% actively participated, 75% were able to complete activities independently, and 83% were able to maintain concentration without being easily distracted. Overall, Play-Based Neuroscience Learning provided interactive, enjoyable, and developmentally appropriate learning experiences that supported children's learning focus and engagement in classroom activities.

ABSTRAK

Fokus belajar merupakan aspek penting dalam kesiapan anak usia 5–6 tahun untuk mengikuti proses pembelajaran, tetapi karakteristik perkembangan anak yang aktif dan mudah terdistraksi dapat menjadi tantangan dalam mempertahankan perhatian selama kegiatan kelas. Oleh karena itu, diperlukan pendekatan pembelajaran yang sesuai dengan karakteristik perkembangan anak sekaligus memberikan pengalaman belajar yang aktif dan menyenangkan. Penelitian ini bertujuan untuk mendeskripsikan implementasi Play-Based Neuroscience Learning dalam mendukung fokus belajar anak usia 5–6 tahun di TK Muslimat NU 57. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan desain studi kasus. Subjek penelitian terdiri atas 12 anak Kelompok B berusia 5–6 tahun, dengan tujuh informan pendukung yang terdiri atas satu kepala sekolah, dua guru, dan empat orang tua. Data dikumpulkan melalui observasi kelas, wawancara semi-terstruktur, dan dokumentasi, kemudian dianalisis menggunakan model interaktif yang meliputi reduksi data, penyajian data, serta penarikan dan verifikasi kesimpulan. Hasil penelitian menunjukkan adanya perubahan positif pada fokus belajar anak setelah penerapan pembelajaran yang mengintegrasikan gerakan, musik, warna, stimulasi sensorik, dan permainan kolaboratif. Sebanyak 92% anak mampu mengikuti instruksi guru dengan baik, 83% mampu mempertahankan perhatian selama kegiatan pembelajaran, 83% aktif berpartisipasi, 75% mampu menyelesaikan kegiatan secara mandiri, dan 83% mampu mempertahankan konsentrasi tanpa mudah terdistraksi. Secara keseluruhan, Play-Based Neuroscience Learning memberikan pengalaman belajar yang lebih interaktif, menyenangkan, dan sesuai dengan karakteristik perkembangan anak usia dini serta mendukung fokus dan keterlibatan anak dalam pembelajaran.