Scaffolding dengan Media Loose Parts untuk Meningkatkan Keterampilan Prososial Anak Usia Dini

Keterampilan prososial anak di lapangan yang rendah, ditandai dengan perilaku sulit berbagi, kurangnya kemampuan bekerja sama, ketidaksabaran menunggu giliran, serta sikap egosentris saat bermain, mendorong peneliti untuk menguji pengaruh penerapan scaffolding dalam penggunaan media loose parts terhadap pengembangan keterampilan prososial anak usia dini. Adapun metode penelitian menggunakan pendekatan kuantitatif dengan metode eksperimen desain Posttest Only Control Group Design. Subjek penelitian terdiri dari 16 anak yang dibagi menjadi kelompok eksperimen (penerapan high scaffolding) dan kelompok kontrol (penerapan low scaffolding). Pengumpulan data dikumpulkan melalui observasi sistematis dengan instrumen yang telah divalidasi, lalu dianalisis menggunakan uji Independent Sample T-Test. Hasil penelitian berikut dengan sampling berjumlah 16 orang menunjukkan bahwa kelompok eksperimen memperoleh rata-rata skor keterampilan prososial sebesar 23,75, sedangkan kelompok kontrol sebesar 20,63. Setelah dilakukan uji hipotesis, diketahui bahwa P = 0,025 (p < 0,05), sehingga perbedaan signifikan antara kedua kelompok. Kesimpulan penelitian adalah penerapan high scaffolding melalui media loose parts secara efektif mampu mereduksi sifat egosentris dan meningkatkan perilaku kolaboratif anak. Pendidik PAUD disarankan untuk memberikan dukungan instruksional yang intensif (perancah) guna mengoptimalkan potensi sosial anak dalam kegiatan bermain eksploratif

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As evidenced by their egocentric play behavior, limited cooperative skills, difficulty sharing, and impatience waiting for turns, children's prosocial abilities were found to be relatively low in the field. These conditions prompted the researcher to use loose parts media to examine how scaffolding affects young children's development of prosocial skills. This study employed a quantitative methodology and an experimental design with a posttest-only control group. The 16 children who took part in the study were divided into two groups: the experimental group (high scaffolding implementation) and the control group (low scaffolding implementation). Data was collected through systematic observation, and analysis using an Independent Samples T- Test. Results based on a sample of 16 participants showed that the experimental group had a higher mean score of prosocial skills (23.75) than the control group (20.63). With a p-value of 0.025 (p < 0.05), the hypothesis test results demonstrated a statistically significant difference between the two groups. The results of the study indicate that using high scaffolding through loose parts media can decrease children's egocentric behavior and enhance their collaborative behavior. Early childhood educators are encouraged to provide extensive instructional support (scaffolding) in order to optimize children's social potential in exploratory play activities.