THE EFFECT OF THE STEM APPROACH THROUGH DIFFERENTIATIONAL LEARNING ON EMOTIONAL ABILITIES OF CHILDREN AGED 5–6 YEARS QUASI-EXPERIMENTAL STUDY
Kata Kunci:
STEAM, emotional abilities, differentiated learning, early childhood, Quasi-experimentAbstrak
Penelitian ini berangkat dari masih terbatasnya praktik pembelajaran PAUD yang secara terstruktur menumbuhkan kemampuan emosional (pengenalan emosi, pengendalian diri, empati, dan ekspresi emosi positif) melalui pengalaman belajar yang bermakna. Penelitian ini bertujuan menganalisis pengaruh penerapan pendekatan STEM melalui model pembelajaran diferensiasi terhadap kemampuan emosional anak usia 5–6 tahun. Penelitian menggunakan pendekatan kuantitatif dengan rancangan eksperimen semu (nonequivalent control group design). Subjek penelitian adalah anak TK usia 5–6 tahun. Data dikumpulkan melalui observasi terstruktur serta pengukuran pretest–posttest menggunakan instrumen kemampuan emosional berbasis indikator perkembangan sosial-emosional. Pembelajaran STEM dirancang dalam kegiatan eksploratif berbasis proyek sederhana dan kolaboratif, sementara diferensiasi diterapkan melalui penyesuaian proses dan peran belajar sesuai kesiapan serta minat anak. Analisis data dilakukan menggunakan uji-t untuk membandingkan skor sebelum dan sesudah perlakuan serta perbedaan capaian antar kelompok pada taraf signifikansi 0,05. Hasil menunjukkan adanya peningkatan kemampuan emosional terutama pada aspek pengendalian diri dan empati selama anak menghadapi tantangan percobaan, bekerja sama, serta merefleksikan hasil. Temuan ini menegaskan bahwa kombinasi pendekatan STEM dan pembelajaran diferensiasi efektif membangun lingkungan belajar yang inklusif, menantang, dan mendukung regulasi emosi anak sejak dini, sehingga relevan sebagai alternatif desain pembelajaran PAUD yang berorientasi pada perkembangan sosial-emosional.
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Hak Cipta (c) 2026 Sulastya Ningsih, Nurul Aini MM Sodik, Elva M Sumirat, Ni Putu Vivin Indrawati
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