ABSTRAK

Khairiah, Rizqi. 2024. “Mengembangkan Kemampuan Berbicara Melalui Kombinasi Model Problem Based Learning Dan Talking Stick Dengan Metode Bercerita Menggunakan Media Kartu Bergambar Kelompok B TK Trisula II Perwari Banjarmasin”. Skripsi Program S1 Pendidikan Guru Pendidikan Anak Usia Dini Fakultas Keguruan dan Ilmu Pendidikan Universitas Lambung Mangkurat Banjarmasin. Pembimbing: Faqihatuddiniyah, S.Pd., M.Pd.

Kata Kunci : Berbicara, Problem Based Learning, Talking Stick, Metode Bercerita, Media Kartu Bergambar.

Permasalahan dalam penelitian adalah rendahnya kemampuan bahasa anak dalam berbicara. Disebabkan karena pembelajaran terlalu monoton, model pembelajaran yang kurang bervariasi dampaknya perkembangan kemampuan berbicara anak tidak akan berkembang secara optimal. Upaya untuk mengatasi permasalahan tersebut adalah dengan menerapkan kombinasi model pembelajaran problem based learning dan model talking stick dengan metode bercerita menggunakan media kartu bergambar dalam pembelajaran.

Penelitian ini menggunakan pendekatan penelitian kualitatif dengan jenis penelitian tindakan kelas (PTK), yang dilaksanakan sebanyak 3 kali pertemuan. Subjek penelitian adalah anak kelompok B TK Trisula II Perwari Banjarmasin dengan jumlah anak sebanyak 15 orang anak. Teknik pengumpulan data menggunakan observasi. Data dihasilkan dari lembar observasi guru, anak, dan hasil capaian perkembangan, kemudian dianalisis dengan teknik deskriptif, tabel dan grafik. Selanjutnya, diinterpretasikan dengan menggunakan kriteria pada masing-masing indikator keberhasilan aktivitas guru, aktivitas anak, dan hasil capaian perkembangan anak secara individual dan klasikal.

Hasil penelitian ini menunjukkan aktivitas guru berada pada pertemuan 1 kriteria “baik”, pertemuan 2 kriteria “sangat baik” dan pertemuan 3 kriteria “sangat baik”. Aktivitas anak pertemuan 1 (26,67%) kategori “kurang aktif”, pertemuan 2 (73,33%) kategori “aktif” dan pertemuan 3 (100%) kategori “sangat aktif”. Dan hasil capaian perkembangan berbicara anak pada pertemuan 1 (33,33%) kategori “belum berkembang”, pertmuan 2 (66,67%) kategori “berkembang sesuai harapan” dan pertemuan 3 (100%) kategori “berkembang sangat baik”

Berdasarkan hasil penelitian, maka dapat disimpulkan aktivitas guru, aktivitas anak, dan hasil capaian perkembangan berbicara anak pada kegiatan mengembangkan kemampuan berbicara melalui kombinasi model pembelajaran problem based learning dan model talking stick dengan metode bercerita menggunakan media kartu bergambar pada kelompok B TK Trisula II Perwari Banjarmasin dinyatakan berhasil. Disarankan bagi kepala sekolah bahan rujukan dalam membina guru dan peneliti selanjutnya dapat menambah wawasan dan menjadi bahan ajar serta penelitian ini relevan untuk peneliti selanjutnya.

ABSTRACT

Khairiah, Rizqi. 2024. "Developing Speaking Skills Through a Combination of Problem Based Learning and Talking Stick Models with the Storytelling Method Using Picture Card Media for Group B TK Trisula II Perwari Banjarmasin." Thesis for Early Childhood Education Teacher Education Undergraduate Program, Faculty of Teacher Training and Education, Lambung Mangkurat University, Banjarmasin. Supervisor: Faqihatuddiniyah, S.Pd., M.Pd.

Keywords: Speaking, Problem Based Learning, Talking Stick, Storytelling Method, Picture Card Media.

The problem in research is the low language skills of children in speaking. Because learning is too monotonous, learning models that are less varied have an impact on the development of children's speaking abilities will not develop optimally. An effort to overcome this problem is to apply a combination of the problem based learning model and the talking stick model with the storytelling method using picture card media in learning.

This research uses a qualitative research approach with the type ofclassroom action research (CAR), which was carried out in 3 meetings. The research subjects were children from group B of TK Trisula II Perwari Banjarmasin with a total of 15 children. Data collection techniques use observation. Data was generated from teacher, child observation sheets and developmental achievement results, then analyzed using descriptive techniques, tables and graphs. Next, it is interpreted using criteria for each indicator of the success of teacher activities, children's activities, and the results of individual and classical child development achievements.

The results of this research show that teacher activity meets 1 criterion "good", meets 2 criteria "very good" and meets 3 criteria "very good". The child's activities in meeting 1 (26.67%) were in the "less active" category, meeting 2 (73.33%) in the "active" category and meeting 3 (100%) in the "very active" category. And the results of children's speech development achievements at meeting 1 (33.33%) in the "not yet developed" category, meeting 2 (66.67%) in the "developing according to expectations" category and meeting 3 (100%) in the "very well developing" category.

Based on the research results, it can be concluded that teacher activities, children's activities, and the results of children's speech developmentachievements in activities to develop speaking skills through a combination of the problem based learning model and the talking stick model with the storytelling method usingpicturecard mediain groupBof TK Trisula IIPerwariBanjarmasin declared successful. It is recommended for school principals that reference materials in developing future teachers and researchers can broaden their knowledge and become relevant teaching and research materials for future researchers.