The Effectiveness of Instructional Media to Improve Early Childhood Creative Thinking Skills

Margarita Inuk,Erdawati Erdawati,Jarudin Jarudin,Tjipto Sumadi

doi:10.13189/ujer.2021.090618

Abstract

Instructional media is a tool used in the learning process to convey material, information and communicate with students to achieve learning effectiveness. The use of instructional media is also expected to increase students' understanding of the subjects being taught. This study aims to develop instructional media in improving creative thinking skills in early childhood ages 5-6 years. The number of samples in this study was 36 divided into three groups. The first group consisted of three students with different characteristics for the implementation of the one-to-one trial. The second group consists of 6 students for the small group trial. At the same time, the third group consisted of 25 students for field trials. The instruments used were pre-test and post-test. The stages of developing instructional media are carried out in three main stages, namely; 1) conduct needs analysis, 2) develop initial products, 3) expert validation, revisions, and trials. The results showed that effective instructional media could improve early childhood creative thinking skills. For that, it is suggested that teachers become learning developers, not just educators. Therefore an understanding of development research is needed to support the learning process. Implications Educational institutions can take advantage of learning media that have been developed because of the obstacles that students have faced in increasing their creative thinking skills.

Highlights

Memorization and non-contextual learning makes children less understanding of deep learning
The developer provides each student with learning media and response sheets to freely provide information and instructional media responses
The provision of instructional media and response sheets is carried out separately to make responses according to their individual opinions

Summary

Introduction

Memorization and non-contextual learning makes children less understanding of deep learning. Children have difficulty understanding more complex ideas and applying the knowledge they acquire to new situations. Children cannot build knowledge and apply their learning from one case to another. Learning like this makes children who are only mental followers and not innovators, less initiative, who must always be directed, passive and less dynamic. Learning outcomes that still emphasize academic skills using repetition and memorization are still found in some developing countries[1]. Parents' mistaken believe that a child’s academic success is 100% in the school’s hands. Learning that frees the child to reflect his interests, develop creativity is far from hopeful

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