Capilarization Game Foster Childrens’s Cognitive and  Language Abilities

Dewi Fitriyatus Sholihah; Bachtiar Syaiful Bachri; Miftakhul Jannah

doi:10.46245/ijorer.v3i2.205

Dewi Fitriyatus Sholihah State University of Surabaya, Surabaya, Indonesia
Bachtiar Syaiful Bachri State University of Surabaya, Surabaya, Indonesia
Miftakhul Jannah State University of Surabaya, Surabaya, Indonesia

DOI: https://doi.org/10.46245/ijorer.v3i2.205

Keywords: Capillary, Cognitive, Language, Early Childhood Education

Abstract

The purpose of the study was to analyze effect of capillary games foster children’s cognitive and language abilities. The research was conducted using a quasi-experimental design with a quantitative approach. The experimental design used was a nonequivalent control group design. The research study was situated in an Indonesian early childhood education institution with a total of 30 children in the experimental group and 30 children in the control group. The data analysis technique in this study uses parametric statistics independent t test. The results showed that (1) there was an effect of capillary game foster children’s cognitiveve abilities, statistically the value of t = -4.382 with a significant level of p = 0.000 less than 5%; (2) there is an effect of the capillary game on childrens’s language abilities, statistically the value of t = -4.617 with a significant level of 0.000 less than 5%. Based on the results of the research and discussion, it can be concluded that cappilarry games foster childrens’s cognitive and language abilities in an Indonesian early childhood education institution.Through from cappilarry games makes the childrens was recognice many color so the cognitive abilities can be foster. Another ability, cappilarry games make the childrens fluent to be telling stories so the language abilities can be foster. The practical implication in this research is that capillary games can be the foster children’s cognitive and language abilities.

Abstract View: 222

PDF Download: 264

Similarity Check Download: 38

Download data is not yet available.

Metrics

Metrics Loading ...

References

Aisyah. (2017a). Permainan warna berpengaruh terhadap kreativitas anak usia dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 1(2), 118–123. https://doi.org/10.31004/obsesi.v1i2.23

Aisyah, A. (2017b). Permainan warna berpengaruh terhadap kreativitas anak usia dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 1(2), 118. https://doi.org/10.31004/obsesi.v1i2.23

Amalia, K., Saparahayuningsih, S., & Suprapti, A. (2018). Meningkatkan Kemampuan sains mengenal benda cair melalui metode eksperimen. Jurnal Ilmiah POTENSIA, 3(2), 1–10. https://doi.org/10.33369/jip.3.2

Augusta. (2013). Pengertian anak usia dini. Depdiknas. Http://Infoini.Com/Pengertiananakusiadini.

Djamarah, S. B. (2012). Prestasi belajar dan kompetensi guru. Surabaya: Usaha Nasional.

Fidiyani, I. M., Nugraha, A., & Mariyana, R. (2016). Peningkatan kemampuan kognitif anak melalui penerapan metode eksperimen dalam pembelajaran sains pada anak. Jurnal Pertumbuhan, Perkembangan Dan Pendidikan Anak Usia Dini, 13(2), 153-159. https://doi.org/10.17509/edukid.v13i2.16919

Fidiyani, I. M., Nugraha, A., & Mariyana, R. (2016). Peningkatan kemampuan kognitif anak melalui penerapan metode eksperimen dalam pembelajaran sains pada anak. Edukids: Jurnal Pertumbuhan, Perkembangan Dan Pendidikan Anak Usia Dini, 13(November), 153–158. https://doi.org/https://doi.org/10.17509/edukid.v13i2.16919

Fisher. (2014). Berpikir kritis: Suatu pengantar. Jakarta: Erlangga.

Hanum, L. (2017). Perencanaan pembelajaran. Surabaya: Unesa University Press. https://doi.org/10.52574/syiahkualauniversitypress.270

Hapsari. (2016). Psikologi perkembangan anak. Surabaya: PT Indeks.

Hernawati, T. (2007). Pengembangan kemampuan berbahasa dan berbicara anak tunarungu. JASSI_anakku, 7(1), 101–110.

Jannah, M. (2018). Metodologi penelitian kuantitatif untuk psikologi. Surabaya: Unesa University Press.

Jazuli, A. (2015). Peran bahasa Inggris pada anak usia dini. Prosiding Simposium Nasional Riset Pendidikan, II(10).

John, W. C. (2013). Research design: Qualitative, quantitative and mixed methods approach (Fifth Edit). California: Sage Publications.

Kumalasari, R., Putra, S. D. K. N., & Sujana, I. W. (2015). Bidang sains melalui aktivitas percobaan sederhana pada anak kelompok B3. E-Journal PG-PAUD Universitas Pendidikan Ganesha Jurusan Pendidikan Guru Pendidikan Anak Usia Dini, 3(1), 1-11. http://dx.doi.org/10.23887/paud.v3i1.4994

Mustika, Y., & Nurwidaningsih, L. (2018). The effect of early childhood science experiments on children’s cognitive development in Kartika Siwi kindergarten Cimahi city. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini | Research & Learning in Early Childhood Education, 2(1), 94–101. https://doi.org/10.31004/obsesi.v2i1.12

Paramita, N., Rintayati, P., & Wahyuningsih, S. (2019). Peningkatan kemampuan kognitif anak usia 5-6 tahun melalui penerapan permainan sains. Jurnal Kumara Cendekia, 7(2), 126-137. https://doi.org/10.20961/kc.v7i2.36372

Pebriana, P. (2017). Analisis kemampuan berbahasa dan penanaman moral pada anak usia dini melalui metode mendongeng. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 1(2), 139-14. https://doi.org/10.31004/obsesi.v1i2.34

Susanto, A. (2012). Perkembangan anak usia dini. Jakarta: Kencana Prenada Media Group.