Menghadirkan Makhluk Hidup sebagai Sumber Belajar: Implementasi Eksplorasi Pohon Pisang untuk Mengembangkan Literasi Sains Anak Usia Dini

Abstract

Science literacy should be developed in early childhood through concrete, contextual learning experiences. Picture-based instruction and verbal explanations alone may limit opportunities to observe, question, and discover. This study describes banana tree exploration as a learning resource, children’s engagement, and supporting and inhibiting factors at TK Pertiwi Badak, Pemalang Regency, Indonesia. A descriptive qualitative approach was employed. Data were collected through observation, documentation, and field notes, then analyzed through data condensation, presentation, and conclusion drawing and verification. Data validity was assessed through method triangulation. Findings indicate that exploring banana trees helps children identify plant parts and functions, ask questions, compare objects, and communicate observations. Plant availability and teacher guidance support learning, while planning, scientific accuracy, developmental appropriateness, and observation records require attention. The study’s novelty lies in integrating direct observation, simple scientific questioning, and communication of findings. This activity potentially stimulates early childhood science literacy, although quantitative improvements have not been established.