Strategi Pembelajaran yang Menyenangkan dan Bermakna untuk Anak Usia Dini
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Abstract
This research employed a descriptive qualitative approach with data collected through a three-day
observation conducted on May 5, 6, and 7, 2025. The study subjects consisted of 40 early childhood learners
who participated in thematic learning on “Fruits.” Activities included recognizing and touching fruit textures,
weighing fruits (Day 1); identifying fruit tastes, searching for fruit cards, and making fruit collages (Day 2); as
well as washing and eating fruits together (Day 3). Each activity was designed to stimulate various aspects of
child development, including cognitive, language, fine motor, gross motor, and social-emotional domains. The
results revealed that the implemented strategies successfully created a fun and meaningful learning atmosphere.
Children appeared enthusiastic, actively involved, able to collaborate in groups, and demonstrated
understanding of the material. Learning activities based on real-life experiences and participation proved
ef ective in increasing interest and comprehension among children. The group-based learning also fostered
children's social abilities through cooperation, communication, and mutual assistance. Thus, fun and
meaningful learning strategies can be considered appropriate approaches to improve the quality of early
childhood education. Teachers are encouraged to design learning activities that are not only informative but also
contextual, emotionally engaging, and rooted in the real-life experiences of children.
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