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Abstract
Learning in early childhood education needs to be conducted creatively and innovatively in order to foster children’s thinking abilities, curiosity, and problem-solving skills. One effort that can be implemented is through the innovation of Sinau and Nalar learning in kindergarten. This learning approach emphasizes activities that encourage children to think logically, explore, and discover knowledge through direct experiences. This study aims to examine how the Sinau and Nalar learning innovation is implemented and to identify its benefits for children’s cognitive development. The research employs a qualitative descriptive method with data collection techniques including observation, interviews, and documentation. The findings show that the implementation of Sinau and Nalar learning can improve children’s critical thinking, creativity, and self-confidence in solving simple problems. Therefore, this learning innovation can serve as an effective alternative teaching strategy in kindergarten
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References
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References
Ali, M. I., Ismail, A., & MY, N. (2025). The effect of STEAM-based environmental learning on students’ ecoliteracy level at SDI Hartaco Indah Makassar. Journal of Innovative and Creativity, 5(2), 11280-11288.
Bers, M. U. (2022). Coding as a playground: Programming and computational thinking in the early childhood classroom (2nd ed.). Routledge.
Clements, D. H., & Sarama, J. (2019). Learning and teaching early math. Routledge.
Condliffe, B., Quint, J., Visher, M., Bangser, M., Drohojowska, S., & Nelson, E. (2017). Project-based learning: A literature review. MDRC.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
Fullan, M. (2018). Deep learning: Engage the world change the world. Corwin Press.
_______, M., Quinn, J., & McEachen, J. (2018). Deep learning: Engage the world change the world. Corwin.
Hirsh-Pasek, K., et al. (2020). Putting education in educational apps. Psychological Science in the Public Interest.
Hirsh-Pasek, K., Zosh, J. M., Golinkoff, R. M., Gray, J. H., Robb, M. B., & Kaufman, J. (2020). Putting education in “educational” apps: Lessons from the science of learning. Psychological Science in the Public Interest, 21(1), 3–39.
Hmelo-Silver, C. E., et al. (2017). Scaffolding inquiry-based learning. Educational Psychologist.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2019). Qualitative data analysis: A methods sourcebook (4th ed.). SAGE Publications.
MY, N., Ardiansyah, M., & Sarbani, A. A. (2025). Meningkatkan Keaktifan Siswa Melalui Model Project Based Learning dengan Pendekatan TPACK. Pinisi Journal PGSD, 5(1), 62-68.
Neumann, M. M. (2018). Using tablets and apps to enhance emergent literacy skills in young children. Early Childhood Education Journal, 46(4), 389–399.
Nicholson, S. (2017). Loose parts: Inspiring play in young children. Early Childhood Research.
Nurfadila, M. Y., Nurlina, N., & Ma’ruf, M. R. (2023). Analysis of Critical Thinking Skills of Elementary School Students Through Integrated Problem-Based Learning Model with Mind Mapping. EDUKASIA Jurnal Pendidikan dan Pembelajaran, 4(2), 1373-1380.
OECD. (2019). Educating 21st century children: Emotional well-being in the digital age. OECD Publishing.
Papadakis, S. (2020). Tools for evaluating educational apps for young children: A systematic review. Education and Information Technologies, 25(4), 3089–3107.
Suarlin, S., Nurfadila, M. Y., & Arsyad, M. N. F. (2025). Analisis Program Pengembangan Kompetensi Guru dalam Penerapan Kurikulum Merdeka. EDUKATIF: Jurnal Penelitian dan Pembelajaran, 1(03), 85-94.
Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms. ASCD.
Tondeur, J., Scherer, R., Siddiq, F., & Baran, E. (2020). Enhancing preservice teachers’ technological pedagogical content knowledge (TPACK): A mixed-method study. Educational Technology Research and Development, 68(1), 319–343.
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). SAGE Publications.
Zosh, J. M., Hopkins, E., Jensen, H., Liu, C., Neale, D., Hirsh-Pasek, K., & Whitebread, D. (2017). Learning through play: A review of the evidence. LEGO Foundation Research Report.