MODEL PEMBELAJARAN STEAM (Science, Technology, Engineering, Arts, and Mathematics,)

UNTUK AUDBK (Anak Usia Dini Berkebutuhan Khusus)  DI TK INKLUSIF PELANGIKU JOMBANG.

STEAM LEARNING MODEL (Science, Technology, Engineering, Arts, and Mathematics,)

FOR AUDBK (Early Childhood with Special Needs) AT PELANGIKU INCLUSIVE TK JOMBANG.

Tujuan penelitian ini adalah untuk  mendeskripsikan model pembelajaran STEAM  untuk Anak Usia Dini Berkebutuhan Khusus di Tk Inklusif  Pelangiku Jombang. Penelitian ini menggunakan metode jenis  kualitatif deskriptif. Pengumpulan data dilakukan melalui observasi di dukung dengan dokumentasi serta wawancara kepada  kepala sekolah dan guru kelas.  Analisis data  melalui tahap reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa model pembelajaran STEAM menstimulasi aspek perkembangan kognitif, sosial emosional, dan fisik motorik anak usia dini berkebutuhan khusus  bersama anak reguler  sebagai kelas heterogen. Disamping itu, Dalam pelaksanaannya model pembelajaran STEAM  dikolaborasikan dengan pendekatan riset,proyek dan bermain. Demikian pula   Dukungan  media pembelajaran   serta  pendampingan guru berperan penting dalam pelaksanaan  model pembelajaran STEAM.   Simpulan penelitian ini bahwa,   realisasi  model pembelajaran STEAM di TK Inklusif   pelangiku  adalah menjadikan  anak usia dini berkebutuhan khusus   lebih    kritis, kreatif, komunikatif, dan  kolaboratif  selama   pembelajaran  berlangsung.

Kata kunci : Pembelajaran STEAM, Anak Usia Dini Berkebutuhan Khusus. Tk Inklusif Pelangiku

The purpose of this study was to describe the STEAM learning model for Early Childhood Education with Special Needs at Pelangiku Inclusive Kindergarten, Jombang. This research uses a descriptive qualitative type method. Data were collected through observation supported by documentation and interviews with principals and classroom teachers. Three phases of data analysis technique were used in this research: data reduction, data presentation, and concluding. The results showed that the STEAM learning model stimulated aspects of cognitive, social-emotional, and physical motor development for early childhood with special needs together with regular children as a heterogeneous class. Besides, in its implementation, the STEAM learning model is collaborated with research, project, and play approaches. Likewise, the support of learning media and teacher assistance plays an important role in the implementation of the STEAM learning model. This study concludes that the realization of the STEAM learning model in Pelangiku Inclusive Kindergarten is to make early childhood children with special needs more critical, creative, communicative, and collaborative during learning.

Keywords: STEAM learning, Early Childhood with Special Needs.  Pelangiku inclussion kindergarden