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SCOPUS 학술저널

Scientific Skill Development In Kindergarten Education Post-Covid-19

This study aims to analyse scientific skill development at kindergarten level post covid 19. Nevertheless, this early finding required further investigation as classes were conducted online during the covid breakout, while science classes command experiments. This study was conducted in Pekanbaru, Riau Province, Indonesia. 400 kindergarten students from 3 different schools were recruited in this investigation. The data were analysed using descriptive quantitative and a t-test was conducted. The findings suggest that the average of kindergarten students in scientific skills is in a good category. It also illustrates that students have the ability to activate their senses to commence an observation, classification, comparison, measurement and communication on things they visualise. The figure shows that students scored higher in the comparison category (88.54%), while the measurement category witnessed the lowest number, accounting for 72.28%. To identify if there is a difference in scientific skill in gender and parents’ socio-economic status, a hypothesis test was conducted. The test shows that there is no difference in gender in scientific development among students. Nonetheless, there is a correlation between scientific skills and parents’ social status. The hypothesis test indicates that children of social status have higher science skills compared to those from lower social status.

Introduction

Literature Review

Method

Results

Discussion

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