Pengaruh Permainan Super Smart Kids Terhadap Kecerdasan Logika-Matematika Anak Usia Dini
DOI:
https://doi.org/10.51529/ijiece.v6i2.226Keywords:
anak usia dini, kecerdasan logika-matematika, permainan super smart kidsAbstract
Penelitian ini bertujuan untuk menganalisis tentang pengaruh permainan super smart kids ter-hadap kecerdasan logika-Matematika anak usia dini. Metode penelitian yang digunakan yaitu penelitian kuantitatif dengan desain kuasi eksperimen. Sampel pada penelitian ini adalah 36 orang anak usia 5-6 tahun di RA Nurul Kawakib Medan. Instrumen yang digunakan yaitu lembar observasi dan rubrik penilaian. Teknik analisis ada yang dilakukan yaitu uji hipotesis menggunakan rumus uji-t. Hasil penelitian membuktikan bahwa nilai rata-rata postes anak yang menggunakan permainan super smart kids lebih tinggi daripada anak yang tidak menggunakannya, dan nilai thitung (=4,500) lebih tinggi dari ttabel (=2,101) sehingga h0 ditolak dan ha diterima. Dengan demikian terbukti bahwa permainan super smart kids mempengaruhi kecerdasan logika-Matematika di RA Nurul Kawakib Medan. Temuan lain dari penelitian ini yaitu: anak yang menggunakan permainan super smart kids lebih semangat belajar, mempunyai rasa ingin tahu yang tinggi, memahami bahwa suatu angka disebutkan sesuai dengan jumlahnya, dan mengenali bentuk geometri dari benda nyata.
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Candra, M. D. (2015). Penerapan Pembelajaran Berbasis Multiple Intelligences Pada Siswa Kelas V di SD Juara Gondokusuman Yogyakarta. Universitas Negeri Yogyakarta.
Carter, D. A. (2016). Nature-Based Social-Emotional Approach to Supporting Young Children’s Holistic Development in Classrooms With and Without Walls: The Social-Emotional and Environmental Education Development (SEED) Framework. International Journal of Early Childhood Environmental Education, 4(1).
David, W. (2009). Play, cognition and self-regulation: What exactly are children learning when they learn through play? Educational and Child Psychology Journal, 26(2).
Elkind, D. (2008). The power of play: Learning what comes naturally’. American Journal of Play, 1(1).
Gardner, H. (1983). Multiple Intelligences: The Theory in Practice a Reader. New York: Basic Book.
Gleave, J., & Cole-Hamilton, I. (2012). A world without play: A literature review on the effects of a lack of play on children’s lives. http://www.playengland.org.uk/media/371031/a-world-without-playliterature-review-2012.pdf
Hedges, H. (2000). Teaching in early childhood: Time to merge constructivist views so learning through play equals teaching through play. Australian Journal of Early Childhood, 25(4).
Jung, H., & Hasan, A. (2014). The Impact of Early Childhood Education on Early Achievement Gaps: Evidence from the Indonesia early childhood education and development (ECED) project. The World Bank.
Kaul, V., Bhattacharjea, S., Chaudhary, A. B., Ramanujan, P., Banerji, M., & Nanda, M. (2017). The India Early Childhood Education Impact Study. New Delhi: UNICEF.
Kurniawan, H. (2016). Kreatif Mendongeng untuk Kecerdasan Jamak Anak. Jakarta: Kencana.
Latif, M. (2013). Orientasi Baru Pendidikan Anak Usia Dini. Jakarta: Kencana Prenada Media Group.
Maisarah. (2019). Metodologi Penelitian Pendidikan Pendekatan Kuantitatif. Medan: Akasha Sakti.
Marjanovic-Umek, L., & Lesnik-Musek, P. (2011). Symbolic play: Opportunities for cognitive and language development in preschool settings. Early Years Journal, 21(1), 55–64.
Maulidah, N., & Santoso, A. (2012). Permainan Konstruktif untuk Meningkatkan Kemampuan Multiple Intelligence (Visual-Spasial dan Interpersonal). Bimbingan Dan Konseling Islam, 2(1).
Miller, E., & Almon, J. (2009). Crisis in kindergarten: Why children need to play in school. College Park, MD: Alliance for Childhood.
Mulyasa, E. (2012). Manajemen PAUD. Bandung: Remaja Rosdakarya.
Musfiroh, T. (2014). Pengembangan Kecerdasan Majemuk: Modul PAUD4404. Jakarta: Universitas Terbuka.
Mutiah, D. (2010). Psikologi Bermain Anak Usia Dini. Jakarta: Kencana Prenada Media Group.
Nitecki, E., & Chung, M. . (2016). Play as Place: a Safe Space for Young Children to Learn about the World. International Journal of Early Childhood Environmental Education, 4(1), 26–32.
Noermayanti, S., & Hasibuan, R. (2017). Peningkatan Kemampuan Mengenal Konsep Bilangan 1-5 Melalui Permainan Memancing Pada Anak Usia 3-4 Tahun di KB Tunas Bangsa Kedungturi Gudo Jombang. Jurnal PAUD TERATAI, 6(3), 1–5.
Paley, V. G. (2004). A Child’s Work: The Importance of Fantasy Play. Chicago: University of Chicago Press.
Perry, D. F., Holland, C., Darling-Kuria, N., & Nadiv, S. (2011). Challenging behavior and expulsion from child care: The role of mental health consultation. Zero to Three Journal, 2.
Piaget, J., & Inhelder, B. (1969). the Psychology of the Child. In London: Routledge & Kegan Paul.
Puspitasari, E. (2015). Pemetaan Kreativitas Anak Usia 4-6 Tahun Di Tk Laboratorium PG-PAUD Universitas Riau. Educhild.
Rao, N. (2017). Effectiveness of early childhood interventions in promoting cognitive development in developing countries: A systematic review and meta-analysis. HK J Paediatr, 22(1), 14–25.
Santrock, J. W. (2007). Perkembangan Anak Jilid 1. Jakarta: Erlangga.
Singer, D. G., Golinkof, R. M., & Hirsh-Pasek, K. (2006). Play Learning: How play motivates and enhances children’s cognitive and social-emotional growth. In Oxford University Press.
Smart, A. (2002). Hypnoparenting: Cara Cepat Mencerdaskan Anak Anda. Yogyakarta: Starbooks.
Suhaidah, S. (2014). Meningkatkan Kecerdasan Logika Matematika Anak pada Usia Dini dengan Pengenalan Warna dan Bentuk pada Siswa Paud “Assyfah†Biaro Baru Kelompok B Tahun Pembelajaran 2013/2014. Universitas Bengkulu.
Susanto. (2012). Perkembangan Anak Usia Dini Pengantar dalam berbagai aspeknya. Jakarta: Kencana Prenada Media Group.
Suyadi. (2014). Teori Pembelajaran Anak Usia Dini dalam Kajian Neurosains. Bandung: Remaja Rosdakarya.
Team, K. P. (2016). Super Smart Kids, Anakku cerdas dan kreatif (Menghitung Angka). Tangerang: Katahati.
Thibroni, M. (2011). Mendongkrak Kecerdasan Anak Melalui Bermian Dan Permainan. Jogjakarta: Katahati.
Unicef. (2018). Learning through play: Strengthening learning through play in early childhood education programmes. New York: Unicef Education Section, Programme Division 3, United Nations Plaza.
Uno, H. B. (2009). Perencanaan Pembelajaran. Jakarta: Bumi Aksara.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes - Lev Semenovich Vygotski, Michael Cole - Google Livres. Cambridge: Harvard University Press.
Waltz, M. (2013). The importance of social and emotional development in young children. //www.childrensacademyonline.net/wp-content/uploads/2013/01/Importance-of-SEL-In-Early-Childhood-Devt.pdf
Widyaningsih, S. Y. (2014). Upaya Meningkatkan Aktivitas Dan Prestasi Belajar Reaksi Redoks Melalui Model Teams Games Tournaments (TGT) Media Fun Thinkers. SNPS.
Yus, A. (2011). Penilaian Perkembangan Belajar Anak Taman Kanak-Kanak. Jakarta: Kencana Prenada Media Group.
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Published
2021-12-30
How to Cite
Sit, M., Arlina, A., & Widai, W. (2021). Pengaruh Permainan Super Smart Kids Terhadap Kecerdasan Logika-Matematika Anak Usia Dini . Indonesian Journal of Islamic Early Childhood Education, 6(2), 155–165. https://doi.org/10.51529/ijiece.v6i2.226
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