International Journal of Education.
Information Technology And Others (IJEIT) https://jurnal.
id/index.
php/IJEIT Vol.
No.
April 2021 The Effect of Instruction Using Arithmetic Bowling and Snake and Ladder Games In Increasing Cognitive Development of Early Childhood In Ambon City Hermalina Abarua1.
Lamberthus J.
Lokollo2 Department of Education.
Faculty of Teacher Training and Education.
Pattimura University Ambon Email: emiassesor@gmail.
com, lambertuslokollo@gmail.
Article Info Article History:
Received : March 9, 2021 Revised : March 21, 2021 Published: April 2021 e-ISSN: 2623-2324 p-ISSN: 2654-2528 DOI: 10.
5281/zenodo.
Abstract Abstract: This study aims to .
determine the effect of arithmetic bowling on cognitive development in early childhood education institutions in Ambon city, .
determine the effect of the snakes and ladders game on cognitive development in early childhood education institutions in Ambon city, .
determine the effect of differences in learning in early childhood education by using arithmetic bowling, snake and ladder game in improving cognitive development of children in early childhood education institutions in Ambon This study used a quasi-experimental method, with an ex-post-facto The population of this study were all students of Mawar early childhood education Faculty of Education Pattimura University Ambon.
respondents were taken by using the proportional random sampling technique which randomly carried out 2 classes.
The data were collected through the observation instrument of the cognitive abilities of mathematical concepts.
The results of this study indicated that .
children in the experimental group Mawar early childhood education had a cognitive ability of mathematical concepts using bowling arithmetic game.
They showed very good activity with the lowest score of 28 and the highest score of 40, the average value is 4 with a median of 35.
5 and mode.
35, .
Children in the control group have cognitive abilities in mathematical concepts using snake and ladder game, showing well-developed activities with the lowest score of 24 and the highest score of 38, the average value is 30.
4 with a median of 30.
5 and a mode of 31, .
There was a difference in the average cognitive ability of mathematical concepts of children aged 5-6 years between students taught using bowling arithmetic and students taught using snake and ladder games with a count value = 2.
78 while t table with n1 n2 degrees of freedom -2 = 18 at the significance level = 0.
05 can be 30 1.
73 then t count> ttable, this means the difference both means are significant at the 0.
05 level.
It can be concluded that there is a difference in the average cognitive ability of early childhood science concepts in the experimental group and the control group.
Thus, it can be concluded that there was an effect of experimental methods and demonstration methods on the cognitive ability of children aged 5-6 years in early childhood education of Ambon City.
Keywords: Arithmetic Bowling.
Snakes and Ladders Game.
Cognitive Ability.
Mathematical Concepts INTRODUCTION Children are individual figures as socio-cultural beings who are undergoing a process of development that is fundamental to life and an organization that is a complete physical and spiritual unity with all its biological and psychological structures and devices so that it becomes a unique figure.
Children experience fundamental development, meaning that developmental experiences can have a strong enough influence and have a long enough time to underlie the subsequent children's development process.
Every child experiences very rapid development so that the period of child development in early childhood education is called the golden age, experts argue that the early age period of 0-6 years is a sensitive period as well as a critical period of the entire human life cycle.
At this time children experience development in themselves physically and mentally so that efforts to develop all potential must be started so that growth and development can be achieved optimally by laying the foundations for the development of physical abilities, social-emotional language, self-concept, art and morals, values, and religion.
Early childhood education basically includes all efforts and actions taken by educators and parents in the process of caring for, nurturing and educating children by creating an aura and an environment where children can explore experiences that give them the opportunity to know and understand the learning experiences obtained from the environment, through ways of observing, imitating and experimenting which takes place repeatedly and involves all the potential and intelligence of the child.
Because children are unique individuals and go through various stages of personality development, the environment that parents strive for, which can provide opportunities for children to explore various experiences in various situations, should pay attention to the uniqueness of children and be adjusted to their level of development.
Learning in early childhood must use the concept of learning through playing, learning by doing and learning by stimulating, the content of the curriculum must really be accounted for in order to optimize all the potential of the child.
related to six aspects of child development, namely the value of art, and religious values as well as cognitive development, social-emotional language and language.
The way of providing stimulation to children is by providing or creating activities that include aspects of child development by providing facilities or learning media needed by children according to their needs, the methods used are more playful, therefore the learning method in early childhood education is better known.
with the method of learning through play.
Likewise, to improve children's abilities in the positive aspects, various media need to be applied in order to improve children's development through learning and playing techniques.
Children learn to think using their minds, cognitive song behaviour involves the ability to think creatively in solving new problems, is automatic and fast in finding new solutions in a routine process through various learning media or better known as the Educational Game Tool (APE).
The various forms of APE used in Early Childhood Education institutions vary greatly so that it is expected to develop six aspects of child development.
Early childhood is introduced to various educational play tools so that they are expected to stimulate the development of children's thinking as well as improve children's development from cognitive, socialemotional, and cognitive aspects.
language, moral and physical motor.
Many innovative methods and media are still needed to improve children's development.
In practice, especially in Ambon city, there are still many teachers who rarely use snake and ladder games and arithmetic bowling games.
Snakes and ladders games and bowling arithmetic are sometimes only displayed in closets in early childhood education institutions as decoration while teachers teach many storytelling methods.
Thus, it is necessary to conduct research on: The effect of learning using bowling arithmetic and snakes and ladders games in improving early childhood cognitive development in Ambon City.
RESEARCH METHOD
Research Design This study used an ex post facto research design.
The design used in this study was a pretestposttest control group design which procedurally followed the pattern as shown in table 3.
Table 1.
Experimental Procedure Pretest-Posttest Control Group Design.
Adapted from (Tukman, 1.
Group Experimental Group Control Group Information:
01 = pretest in the experimental group X = application of arithmetic bowling game 02 = postest in the experimental group 03 = pretest in the control group x = the application of the snake and ladder game media 04 = postest in the control group Research subject The subjects in this study were Mawar early education institutions.
Faculty of Education Pattimura University Ambon.
The determination of the sample in this study was carried out in two stages: first, comparing the value of learning outcomes carried out in 2019 using the snake and ladder game / APE while the Arithmetic Bowling game was taken from learning outcomes in 2020 in January, and second, the results of class learning where all students from the school their learning outcomes will be taken as a comparison.
Research variable The research variables consisted of one independent variable, one dependent variable, two moderator variables.
The independent variables in this study were the bowling arithmetic media and the snake and ladder game media, while, the independent variable was cognitive abilities.
Control variables are factors that the researcher controls or neutralizes, because if they influence the relationship between the independent variables and the dependent variable.
Other variables that are controlled are .
facilities and infrastructure, .
learning time, .
seriousness of students and teachers in learning, .
teaching materials, and .
interactions that occur during research activities.
The relationship between the variables of this study is aimed at Figure 3.
Dependent Variable (X):
Independent Variable (Y):
Instructional Media Cognitive ability to recognize numbers and count - Arithmetic bowling game - Snakes and ladders game Figure 1.
The relationship between research variables Research Procedure The experimental preparation stage Research implementation stage Final Stage of Research Implementation Research Instruments The instruments used in this study were grouped into three types: instruments for measuring cognitive abilities, validation and reliability of research Instruments.
Data analysis technique In this study, the data collected were analyzed by means of analytical techniques: .
Descriptive analysis to describe inferential variables, and .
Inferential statistics.
The data obtained from this study will be analyzed using the following formulas:
Normal test The normality test uses the Liliefors test using the following formula:
Lo = F .
- S .
Where:
L = Lillefors count F .
= the probability of each z value based on the z table S .
= relative cumulative frequency of each z Homogeneity Homogeneity test using the Bartlett test using the following formula:
= .
{B- (Ocd.
log SiA} t-test Where:
t = value of research results = the average value of a class teaching using the inquiry method
RESULTS AND DISCUSSION
Research result Data description In this section, the data description of each treatment in the conceptual trial will be discussed which includes: treatment for early experimental group treatment in the control group using the Patita approach in 5-6 years of early childhood at Mawar early childhood education.
Faculty of Education Pattimura University Ambon on the cognitive ability approach in older children.
An overview of the statistical data from the above trial activities can be presented in the following 2 ways:
The results of cognitive abilities using arithmetic bowling media in the experimental group treatment (X.
Based on the test data of cognitive ability scores with bowling arithmetic learning media in the experimental group about the theoretical score of 10 - 40 and obtained a range of argument scores with the lowest score of 28 and the score achieved 40, the average price is 4 with a Median of 35.
5 and Mode 35 Which can be seen in the following table:
Table 2.
Frequency Distribution of cognitive abilities with bowling arithmetic game Class Interval Absolute Relative Frequency Frequency (%) 28Ae30 31Ae33 34Ae36 37Ae39 40Ae42 Jumlah Table 3.
Frequency Distribution of cognitive abilities with bowling arithmetic game Class Interval (%) Absolute Relative Frequency (%) Frequency 24Ae26 27Ae29 30Ae32 33Ae35 36Ae38 Jumlah Based on the calculations listed in table 1.
1, the respondents obtained a score of cognitive ability using bowling arithmetic game in the experimental group after conducting the largest trial between 34 - 36, namely 3 people .
%) who obtained an average score of 7 people .
%) and get a score below the average of 3 people .
%).
These results indicate that the frequency distribution of cognitive ability data using bowling arithmetic game for early childhood in the experimental group is in a good category.
Furthermore, to see the tendency of the distribution of cognitive ability scores using the bowling arithmetic media of early childhood in the experimental group.
The image of the frequency distribution of cognitive ability scores using Bowling Arithmetic media in the experimental group shows that the distribution tends to be on the normal curve so that it can be classified in the good category.
Cognitive Ability Results using Snakes and Ladders media in the control group (X.
Based on the test data for cognitive ability scores using snake and ladder media, the control group has a theoretical score range of 10-40 and a range of argument scores with a low score of 24 and the highest score of 38 is obtained The average price is 30.
4 with a median of 30.
5 and the mode is 31 which can be shown in the table Table 4.
Frequency distribution of cognitive abilities using snake and ladder game in the control group (X.
Class Interval Absolute Frequency Relative Frequency (%) 24Ae26 27Ae29 30Ae32 33Ae35 36Ae38 Jumlah From the table above shows that almost part of the early education in the Mawar Early Education Institution, 3 people .
%) have cognitive abilities using Snakes and Ladders game at a score of 30-32 or at average values and above average, while almost half are at the score above the average is 88 - 99.
From these results it shows that the frequency distribution of cognitive ability data using snake and ladder game before treatment is categorized as good.
The image of the frequency distribution of cognitive ability scores using the Snakes and Ladders game in the control group above shows that the distribution tends to be on the normal curve so that it can be classified in the good category.
Testing Data Analysis Requirements As has been stated that the analysis test used in testing the hypothesis is the t-test if the two group data are normally distributed or homogeneous.
For this reason, it is necessary to test the normality of the data using the Liliefors analysis technique and the homogeneity test with the Barlett test.
(Ruseffendi, 1998: 291-.
Normality Test Results By using the Liliefors analysis technique, the Lo value is smaller than the Lt.
Thus, it is concluded that the group data in the experimental group and the group before treatment are normally distributed so that the results of the calculation of the normality of the two groups can be seen in table 1.
Table 5: Results of the Cognitive Ability Score Normality Test in the experimental group and the control group
Group
LCA
Distribution Experimental group (X ) Normal Control group (XCC) Normal Information:
Lo = The largest absolute price difference between the odds of the standard score with the proportion of the standard score that is smaller or equal to the standard score being Lt = Critical test value Liliefors test with () = 0.
Accept H0 .
ormally distributed if LoA LCount Homodenity Test Results Homogeneity testing is done by using the Barlett test (Ruseffendi, 1998: .
This requirement is related to the variance similarity between the group data in the experimental group and before.
Based on the results of calculations for both groups of data in the experimental group and before treatment, it turns out to be "homogeneous".
The results of the homogeneity test are presented in the following table.
Table 6.
The variance similarity test Variance for Group xA hitung xA tabel Conclusion Eksperimental group Homogenous Control group Homogenous The complete calculation of the normality test and homogeneity test for all variables can be seen in the appendix.
Research Hypothesis Testing After the analysis requirements test is carried out and it turns out that all the test group scores meet the requirements for further testing, then the hypothesis testing is carried out.
There is a difference in the average Cognitive Ability using Bowling Arithmetic game in the experimental group with cognitive abilities using Snakes and Ladders media in the control group with the statistical hypothesis formula:
Ho: AA = AACC
H: AA> AACC
Analysis of differences in cognitive abilities using Bowling Arithmetic media in the experimental group (X.
with Cognitive abilities using Snakes and Ladders game in the control experimental group (X.
using t-test analysis for independent samples from one or two different groups to determine whether the research hypothesis can be accepted or rejected, from the calculation results as stated or shown in the attachment.
After the normality and homogeneity tests were carried out, then proceed with the t-test with independent sample 1 with the formula:
Information:
X1 = Average score of group 1 X2 = Average score of group 2 JK1 = Sum of squared deviations for group 1 JK2 = The sum of the squared deviations for group 2 N1 = Number of research subjects in group 1 N2 = number of study subjects in group 2 From the calculation results obtained t count = 2.
78 while t table with degrees of freedom n1 n2 -2 = 18 at the level of significance .
= 0.
05 obtained 1.
73 then t count> ttable, this means that the difference between the two means is significant at level 0,05.
Thus, it can be concluded that there is a difference in the average cognitive ability in the experimental group and in the control group.
DISCUSSION