DEVELOPING KINDERGARTEN STUDENTS’ PARTICIPATION IN BILINGUAL MATHEMATIC LEARNING ACTIVITIES THROUGH CONSTRUCTIVISM APPROACH

Abstract

Children are active learners. The early childhood environment should provide opportunities for children to explore materials and engage in concrete activities and to interact with peers and adults to construct their own understanding about the world around them. Learning materials that are constructed and used in accordance with the students’ characteristics, interest, and learning environment will improve students’ participation and independence during the process of teaching learning. This study was conducted to describe the learning outcomes obtained with the implementation of constructivism approach as integrated English for Math learning materials for kindergarten students. This research belongs to qualitative-explorative research conducted in TK Islam Tunas Melati Semarang. This means that this study describes the event that became the center of attention (the process of bilingual learning characteristics in kindergarten, in this case the evaluation and dissemination of the implementation of English for Math for kindergarten students based on constructivism approach) qualitatively and based on qualitative data. This shows that the implementation of constructivism approach integrated with mathematic bilingual learning for kindergarten students is able to improve students’ ability in developing knowledge and skills related to numbers and number sense, shape and size.