Development of Edutainment Learning Model Based on Traditional Games to Improve Children's Social Emotional

Authors

  • Parmi Faculty of Teacher Training and Education, Universitas Muria Kudus, 59327 Central Java, INDONESIA
  • Santoso Faculty of Teacher Training and Education, Universitas Muria Kudus, 59327 Central Java, INDONESIA
  • Mochamad Widjanarko Faculty of Teacher Training and Education, Universitas Muria Kudus, 59327 Central Java, INDONESIA

DOI:

https://doi.org/10.53797/ujssh.v1i2.3.2022

Keywords:

Edutainment, children's social and emotional, traditional games

Abstract

One crucial aspect that needs to be considered in the growth and development of children is emotional and social development. This study aims to analyze and formulate the needs, design, feasibility and effectiveness of the traditional game-based edutainment learning model to improve children's social and emotional well-being. The research design used in this research is Research and Development. The subjects of this research were the students of Public Kindergarten 1 Kaliori and Kindergarten of Rahayu Wiroto, Rembang Regency. The results showed that 1) an edutainment learning model is needed following the needs analysis of the learning model. Based on the results of interviews and observations, it is known that the existing learning is still conventional and does not attract children's interest, 2) the development of an edutainment learning model based on traditional games is realized in the form of a guidebook. The guidebook contains instructions or guidelines for implementing edutainment learning, 3) the edutainment learning model is declared suitable for use in Public Kindergarten 1 Kaliori and Kindergarten Rahayu Wiroto both in terms of media and material, and 4) edutainment learning models are effectively used to improve children's social and emotional abilities in Public Kindergarten 1 Kaliori and Kindergarten Rahayu Wiroto. The effectiveness of the edutainment learning model is based on hypothesis testing with the results t-count > t-table. Based on the results of the n-gain test, it was found that the learning model in the category was quite effective.

Author Biography

Parmi, Faculty of Teacher Training and Education, Universitas Muria Kudus, 59327 Central Java, INDONESIA

Public Kindergarten No. 1 Kaliori

References

Adi, B. S., Irianto, D. P., & Sukarmin, Y. (2022). Teachers’ perspectives in motor learning with traditional game approach for early childhood. Cakrawala Pendidikan: Jurnal Ilmiah Pendidikan, 41(1), 1-11.

Ardiyanto, A., & Sukoco, P. (2014). Pengembangan model pembelajaran berbasis permainan tradisional untuk meningkatkan kemampuan motorik kasar anak tunagrahita ringan. Jurnal Keolahragaan, 2(2), 119-129.

Conny, R., & Semiawan, D. (2008). Belajar dan pembelajaran prasekolah dan sekolah dasar. Indonesia: PT macanan Jaya Cemerlang.

de Souza Martins, M., Posada, S., Gómez, L., & Candel, I. (2016). Games as pedagogical tool of physical education in the development of psychosocial skills within the early childhood education. Iceri 2016 proceedings, 961-968.

Fauziddin, M. (2016). Peningkatan Kemampuan Kerja Sama melalui Kegiatan Kerja Kelompok Pada Anak Kelompok A TK Kartika Salo Kabupaten Kampar. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 2(1), 29-45.

Jamal, N. A., & Wahyudi, A. (2021). Pendidikan Anak Usia Dini Dalam Islam. Tadzkirah: Jurnal Pendidikan Dasar, 1-12.

Mayar, F. (2013). Perkembangan sosial anak usia dini sebagai bibit untuk masa depan bangsa. Al-Ta lim Journal, 20(3), 459-464.

McKown, C., Russo‐Ponsaran, N. M., Allen, A., Johnson, J. K., & Warren‐Khot, H. K. (2016). Social–Emotional Factors and Academic Outcomes Among Elementary‐Aged Children. Infant and Child Development, 25(2), 119-136.

Moss, P. (2019). Alternative Narratives in early childhood, or why contest early childhood. Innovations in Early Education, 12-20.

Ogunnaike, Y. A. (2015). Early Childhood Education and Human Factor: Connecting Theories and Perspectives. Review of Human Factor Studies, 21(1).

Pranoto, Y. K. S., Sugiyo, S., & Hong, J. J. (2014). Developing Early Childhood’ s Character Through Javanese Traditional Game. Indonesian Journal of Early Childhood Education Studies, 3(1), 68-72.

Rahma, R. A., Lestari, G. D., & Nugroho, R. (2018). The Social Emotional Development of Homeschooling Children. Journal of Nonformal Education, 4(2), 151-160.

Ramayenda, N. (2020, July). Social emotional development of early childhood through traditional games in PAUD Terpadu Hauriyah Halum City of Padang. In International Conference of Early Childhood Education (ICECE 2019) (pp. 13-16). Atlantis Press.

Roslan, R., Mohd Ayub, A. F., Ghazali, N., & Zulkifli, N. N. (2021). The Development of a Collaborated Gamified E-Quiz and Strategy Game Mobile Application to Increase Students’ Motivation and Continuance Usage Intention. ANP Journal of Social Science and Humanities , 2(2), 74-81. https://doi.org/10.53797/anp.jssh.v2i2.10.2021

Stacey, S. (2018). Emergent curriculum in early childhood settings: From theory to practice. Redleaf Press.

Sobarna, A., & Hakim, A. (2017). Management character education in kindergarten. Indonesian Journal of Early Childhood Education Studies, 6(2), 65-73.

Sufa, N. F., Santoso, & Su’ad. (2022). The Effectiveness of Nature-Based Edutainment Learning Models to Improve Language Capabilities in Early Childhood in Kudus. ANP Journal of Social Science and Humanities , 3(2), 43-50. https://doi.org/10.53797/anp.jssh.v3i2.8.2022

Sulistyaningtyas, R. E., & Fauziah, P. Y. (2019, June). The implementation of traditional games for early childhood education. In 3rd International Conference on Current Issues in Education (ICCIE 2018) (pp. 431-435). Atlantis Press.

Sugiyono, P. D. (2017). Metode penelitian bisnis: pendekatan kuantitatif, kualitatif, kombinasi, dan R&D. Penerbit CV. Alfabeta: Bandung, 225.

Downloads

Published

2022-09-30

How to Cite

Parmi, Santoso, & Widjanarko, M. (2022). Development of Edutainment Learning Model Based on Traditional Games to Improve Children’s Social Emotional. Uniglobal Journal of Social Sciences and Humanities, 1(2), 13–20. https://doi.org/10.53797/ujssh.v1i2.3.2022

Most read articles by the same author(s)