Pengaruh Bermain Pasir Berwarna Terhadap Kemampuan Literasi Sains Anak Usia 4-5 Tahun

Abstract

Abstract
This study aims to determine the effect of playing with colored sand on the science literacy skills of children aged 4–5 years at Assisi Kindergarten in Medan. The research used a One-Group Pretest-Posttest Design. The population in this study consisted of children aged 4–5 years at Assisi Kindergarten Medan, with a sample of 13 children. The data collection instrument used was an observation sheet. The results obtained during the pretest showed that the majority of children were in the “Not Yet Emerged” (BM) category, totaling 61.5%. After the treatment (posttest), there was a significant improvement, with 69% of children reaching the “Fully Emerged” (MK) category. Statistical analysis using the Wilcoxon Signed Ranks test showed a Z value of -3.275 with a significance value of 0.001 (p < 0.05). This indicates a significant difference between the pretest and posttest scores, thus accepting the research hypothesis that playing with colored sand affects the science literacy skills of children aged 4–5 years. Based on data analysis through a non-parametric hypothesis test, the SPSS 22 test statistic value was 0.005. Therefore, it can be concluded that playing with colored sand has a significant effect on the science literacy skills of children aged 4–5 years at Assisi Kindergarten Medan.