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IMPROVED CREATIVITY THROUGH BATIK TECHNIQUE FOR CHILDREN GROUP B1 IN PAUD AN-NUR BAITUSSALAM ACEH BESAR
Ayi Teiri Nurtiani1
1STKIP Bina Bangsa Getsempena [email protected]
ABSTRACT
Based on preliminary observation that children's creativity has not developed optimally, children are still assisted by teachers in completing all activities in PAUD An-Nur Aceh Besar. This phenomenon is a problem that needs to be immediately found alternative solutions. Thus, learning techniques of batik is a means that can be used by researchers to improve children's creativity. The formulation of the problem in this research is how the improvement of creativity through technique of children batik group B1 in Early Childhood An-Nur Baitussalam Aceh Besar? The purpose of this research is to know the improvement of creativity through technique of children batik group B1 in PAUD An-Nur Baitussalam Aceh Besar. This research uses classroom action research method with qualitative approach and using instrument in the form of observation sheet.
Subjects in this study were children of group B1 in PAUD An-Nur Aceh Besar, amounting to 12 children. The results showed that in the cycle I the average value obtained by children of BB (9.8%), MB (15.2%), BSH (20.9%), and BSB (54.1%).
While in cycle II, the results achieved on average BB (0%), MB (1.3%), BSH (4.15%), and BSB (94.4%). The data shows an increase from cycle I to cycle II and has fulfilled the criteria of success of action that is 75% so it is stated has reflected the expected result in cycle II for it is not necessary to do revision in the next cycle.
Key Words: creativity, batik technique
INTRODUCTION
Education should start from early childhood, because preschool age is the most important time in human life span, because at this age the development of children's intelligence has increased rapidly and children are getting sensitive to accept various efforts to develop all the potential that exist in children Creativity itself (Eka et all, 2008, p 13). With the
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development of this creativity, the child has a goal: to introduce the way of expressing themselves through the work by using the techniques in the kuasainya and create a creative child, which has a smooth to express ideas, flexibility to put forward various alternative solutions, originality in generating thoughts , Elaboration in ideas, tenacity and patience or perseverance in the face of obstacles and uncertain situations (Munandar, 2012, p.34).
According to Gardon and Browne, creativity is the ability to create imaginative new ideas as well as the ability to adapt new ideas to existing ideas (Moeslichatoen, 2004, p.19). According to Iwan Tirta, batik technique is a technique to decorate cloth or textile by using wax in the process of color immersion, and all the process is by hand (Purba, 2009, p.48). Batik technique is meant here is a simple technique in decorating paper by using candles, food coloring and cotton.
METHODS
This research is a Classroom Action Research, is action research conducted with the aim to improve the quality of the process and learning outcomes of a group of learners (Mulyasa, 2009, p.10). The success criteria of the action are viewed in terms of results and the learning process that is said to succeed if there is a positive behavior change in the learners themselves or at least most of them around 75% in the scope of BSB (Mulyasa, 2009, p.209). Subjects in this study were all children of B1 PAUD An-Nur Aceh Besar group of 12 children with details of 7 men and 5 women with research instrument using observation and analysis technique using percentage formula (Sudijono, 2003, p.40).
RESULT AND DISCUSSION
This action research conducted 2 cycles, while the results obtained are as follows:
Tabel 1 Pre-Cycle Observation Results
Indicator
Pre-Cycle
BB MB BSH BSB
F % F % F % F %
Matching variety color in Batik
7 58,3 3 25 2 16,7 0 0
404 Show various color in
Batik
5 41,7 4 33,3 3 25 0 0 Mention various color in
Batik
4 33,3 6 50 2 16,7 0 0 Creating various designs/
drawings in batik 8 66,7 2 16,7 2 16,7 0 0 Carry out the task batik
until finished 6 50 2 16,7 3 25 1 8,3
Telling about self made
batik images 5 41,7 3 25 2 16,7 2 16,7
Average 48,7 27,8 19,4 4,1
Source: Indicator taken from Kurikulum Pendidikan Anak Usia Dini: Menu Generik 2009
Based on the description of the above table, the results of preliminary observations in pre-cycles that have not been given action have average value of BB (48.7%), MB (27.8%), BSH (19.4%), and BSB (4.1
%), It is seen that the creativity of children through batik technique in the category of BSB 4.1% has not reached the success criteria of 75%. Then proceed to cycle I given action.
Table 2 Cycle I Observation Results
Indicator
Cycle I
BB MB BSH BSB
F % F % F % F %
Matching variety color in Batik
3 25 2 16,7 2 16,7 5 41,7 Show various color in
Batik
2 16,7 3 25 1 8,3 6 50
Mention various color in Batik
1 8,3 1 8,3 3 25 7 58,3
Creating various designs/
drawings in batik
1 8,3 3 25 3 25 5 41,7
Carry out the task batik until finished
0 0 0 0 4 33,3 8 66,7
Telling about self made batik images
0 0 2 16,7 2 16,7 8 66,7
Average 9,8 15,2 20,9 54,1
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Based on the description from table 2 above the observation result there is average value of BB (9.8%), MB (15.2%), BSH (20.9%), and BSB (54.1%), it is seen that children's creativity Through improved batik techniques from pre cycle results. However, the action in cycle I in the category of BSB 54.1% has not achieved the expected results of 75%. Then, the researcher proceeded to cycle II with some improvement from the results of the reflection obtained.
Table 3 Cycle II Observation Results
Indicator
Cycle II
BB MB BSH BSB
F % F % F % F %
Matching variety color in Batik
0 0 0 0 1 8,3 11 91,7
Show various color in Batik
0 0 0 0 0 0 12 100
Mention various color in Batik
0 0 0 0 0 0 12 100
Creating various designs/
drawings in batik
0 0 1 8,3 1 8,3 10 83,3
Carry out the task batik until finished
0 0 0 0 0 0 12 100
Telling about self made batik images
0 0 0 0 1 8,3 11 91,7
Average 0 1,3 4,15 94,4
Based on the description from table 3 above observation result there is average value of BB (0%), MB (1.3%), BSH (4,15%), and BSB (94,4%), seen that children creativity through technique Batik increased sharply from cycle I and the result of cycle II in the category of BSB 94.4% has been able to exceed the expected output of 75% so that this action is stopped in cycle II.
Haefele suggests creativity is the ability to create new combinations that have social meaning (Munandar, 2012, p.20). In this research, the creativity of children with batik technique can develop their imagination by giving variation on the created image. Children are able to create various shaped images from the media provided HVS paper, carton or orange paper size A4, candles, food coloring, cotton, water so the result becomes more interesting. The results of the research in cycle I, the children still can not provide variations on the created form due to lack of confidence and lack of
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guidance from teachers. While in cycle II, children are confident and have got maximum guidance from teacher so that able to create variation on form in batik very well and experience improvement as expected by researcher, children also very happy and enthusiastic during doing this activity. The recapitulation of data acquisition is as follows:
Table 4 Recapitulation of observations
Pre-Cycle
BB BM BSH BSB
48,7% 27,8% 19,4% 4,1%
Cycle I 9,8% 15,2% 20,9% 54,1%
Cycle II 0% 1,3% 4,15% 94,4%
Based on table 4 above, the average of each cycle in the category of BSB increased in the giving of children's creativity through batik technique described as follows: BSB pre cycle 4.1% increase in cycle I to 54.1%
increase also in cycle II become 94.4%.
CONCLUSION
The conclusions can be drawn as follows: In the first cycle there was an increase from the initial observation, the children get the average value of BB (9.8%), MB (15.2%), BSH (20.9%), and BSB 54.1%). In cycle II there is an increase from cycle I, children get the average value of BB (0%), MB (1.3%), BSH (4.15%), and BSB (94.4%). Child activities also increase from cycle I to cycle II. This can be seen from the average score on the cycle I obtained by BSB (54.1%) and in cycle II increased better and reached the BSB completeness score of (94.4%).
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Mulyasa, E. (2009). Kurikulum yang disempurnakan. Bandung: PT Remaja Rosdakarya.
Mulyasa, E. 2009. Praktik Penelitian Tindakan Kelas. Bandung: PT Remaja Rosdakarya
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Moeslichatoen. (2004). Metode Pengajaran di Taman Kanak-kanak.
Jakarta: PT Rineka Cipta.
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