MENINGKATKAN KEMAMPUAN MOTORIK HALUS ANAK DI TAMAN KANAK-KANAK MUTIARA AGAM USIA 4–5 TAHUN MELALUI PERMAINAN BALOK
Abstract
Abstrak
Kemampuan motorik halus anak kelompok A di TK Seroja, Kecamatan Ketahun, Kabupaten Bengkulu Utara, masih rendah. Penelitian tindakan kelas model Kemmis dan McTaggart ini bertujuan meningkatkan kemampuan motorik halus delapan anak usia 4–5 tahun melalui permainan balok dalam pra-siklus dan dua siklus, masing-masing dua pertemuan sekitar 30 menit. Seorang guru kolaborator menilai delapan indikator dengan skala BB–BSB secara klasikal, yaitu satu kategori untuk setiap indikator per pertemuan berdasarkan kemampuan sebagian besar anak yang hadir; skor tersebut bukan rata-rata penilaian individual. Keberhasilan ditetapkan apabila sekurang-kurangnya 75% penilaian indikator berada pada kategori BSH dan BSB. Rata-rata skor penilaian kelompok adalah 1,50 pada pra-siklus, 1,56 pada siklus I, dan 1,56 pada siklus II, dengan fluktuasi antarpertemuan antara 1,38 dan 1,75. Tidak ada penilaian indikator yang mencapai kategori BSH atau BSB, sehingga target belum tercapai. Perubahan positif terbatas tampak pada kelenturan jari dan koordinasi mata–tangan. Karena penilaian bersifat klasikal, tindakan singkat, dan bentuk kegiatan berubah antarpertemuan, hasil ini belum menentukan efektivitas permainan balok secara umum maupun perkembangan setiap anak. Perbaikan instrumen dan tahapan tugas perlu didahulukan sebelum siklus lanjutan.
Kata Kunci: motorik halus; permainan balok; bermain terbimbing; penelitian tindakan kelas; anak usia 4–5 tahun
Abstract
The fine motor skills of Group A children at TK Seroja, Ketahun District, North Bengkulu Regency, were still low. This Kemmis and McTaggart classroom action research aimed to improve the fine motor skills of eight children aged 4–5 years through block play in a pre-cycle and two cycles, each with two meetings of about 30 minutes. A collaborating teacher rated eight indicators on a four-level scale at group level, giving one category per indicator per meeting based on the ability shown by most children present; the scores are not averages of individual ratings. Success was defined as at least 75% of indicator ratings in the two upper categories. The mean group rating was 1.50 in the pre-cycle, 1.56 in cycle I, and 1.56 in cycle II, fluctuating between 1.38 and 1.75 across meetings. No indicator rating reached the upper categories; the target was not achieved. Limited improvement appeared in finger dexterity and eye–hand coordination. Because assessment was at group level, the action was brief, and task types changed between meetings, the results do not determine the general effectiveness of block play or individual children's development. Improving the instrument and task progression should precede further cycles.
Keywords: fine motor skills; block play; guided play; classroom action research; children aged 4–5 years
References
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