PENERAPAN MODEL ATIK MELALUI KEGIATAN COOKING JELLY JERUK PADA ANAK TK B PANGUDI LUHUR JAKARTA

Abstrak

Penelitian tindakan kelas ini bertujuan untuk meningkatkan perkembangan anak usia dini melalui penerapan aktivitas ATIK (Amati, Tiru, dan Kerjakan) dalam kegiatan cooking membuat jelly jeruk pada anak kelompok TK B Pangudi Luhur Jakarta. Penelitian dilaksanakan dengan model PTK John Elliott yang terdiri atas tahap perencanaan, tindakan, observasi, dan refleksi, serta dilakukan dalam dua siklus. Subjek penelitian berjumlah 24 anak usia 5–6 tahun. Teknik pengumpulan data menggunakan observasi, catatan lapangan, dan dokumentasi. Data dianalisis secara deskriptif kuantitatif dengan teknik persentase. Hasil penelitian menunjukkan adanya peningkatan perkembangan anak yang signifikan. Pada siklus I, persentase capaian perkembangan anak mencapai 62% dengan kualifikasi Baik. Setelah dilakukan perbaikan pada siklus II, persentase meningkat menjadi 83% dengan kualifikasi Sangat Baik. Peningkatan ini menunjukkan bahwa kegiatan cooking jelly jeruk berbasis aktivitas ATIK efektif dalam meningkatkan keterlibatan aktif, kemandirian, serta perkembangan anak usia dini. Dengan demikian, model ATIK melalui kegiatan cooking dapat dijadikan alternatif pembelajaran kontekstual dan bermakna di satuan PAUD.

This classroom action research aimed to enhance early childhood development through the implementation of ATIK activities (Observe, Imitate, and Practice) in an orange jelly cooking activity for kindergarten B students at Pangudi Luhur Kindergarten Jakarta. The study employed John Elliott’s action research model, consisting of planning, action, observation, and reflection stages, conducted in two cycles. The participants were 24 children aged 5–6 years. Data were collected through observation, field notes, and documentation, and analyzed using descriptive quantitative techniques with percentage calculations. The results showed a significant improvement in children’s development. In Cycle I, the achievement percentage reached 62%, categorized as Good. After improvements were made in Cycle II, the percentage increased to 83%, categorized as Very Good. These findings indicate that ATIK-based cooking activities are effective in improving children’s active engagement, independence, and overall development. Therefore, the ATIK model integrated with cooking activities can serve as a meaningful and contextual learning approach in early childhood education settings.