Science Learning Strategies in Islamic Kindergarten
- 10.2991/assehr.k.210322.032How to use a DOI?
- Politeness, early childhood education, science learning, Islamic kindergarten
The 2013 Early Childhood Education Curriculum uses a scientific approach in the learning process. Through a scientific approach, early childhood is stimulated to develop the ability to think critically, creatively, communicatively and collaboratively. One of the implementations of a scientific approach is through science learning, because through science early childhood will be facilitated practicing various activities that will build higher-order thinking skills. Implementation of science learning requires learning strategies and appropriate media and requires sufficient understanding of the teacher who will practice it. Islamic Kindergarten is an institution that presents more learning in a religious context, but does not rule out the possibility, science learning is also needed to be developed in Islamic Kindergarten institutions. The result of this articles found that strategies in science learning that can be practiced and developed by teachers in Islamic kindergartens are the relevant curriculum and the right concept of learning science for early childhood, Al Qur’an and Al Hadith as the main source of science learning in Islamic kindergartens, Teachers need to create a fun atmosphere of science learning, by mastering the various tools or media used in science classes and giving awards through recognition given by the teacher for their attitude during learning process.
- © 2021, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Noor Ishma AU - Ernawulan Syaodih PY - 2021 DA - 2021/03/24 TI - Science Learning Strategies in Islamic Kindergarten BT - Proceedings of the 5th International Conference on Early Childhood Education (ICECE 2020) PB - Atlantis Press SP - 148 EP - 151 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.210322.032 DO - 10.2991/assehr.k.210322.032 ID - Ishma2021 ER -