Peningkatan Keterampilan Pemecahan Masalah Anak Usia Dini melalui Bermain Etnomatematika
Article Sidebar
Main Article Content
Abstract
Penelitian ini bertujuan untuk mengkaji pengaruh permainan puzzle geometri berbasis etnomatematika terhadap peningkatan keterampilan pemecahan masalah anak usia dini, serta mengeksplorasi peran pendampingan guru sebagai moderator dalam proses pembelajaran. Penelitian ini menggunakan metode kuantitatif dengan desain pretest-posttest control group, melibatkan 60 anak usia 5–6 tahun dalam dua kelompok eksperimen yang menerima bentuk pendampingan guru yang berbeda: instruksi penuh dan peran sebagai fasilitator. Analisis data dilakukan menggunakan MANOVA (Multivariate Analysis of Variance). Hasil penelitian menunjukkan adanya peningkatan signifikan dalam keterampilan pemecahan masalah anak setelah intervensi, terutama pada kelompok dengan pendampingan guru sebagai fasilitator. Penggunaan elemen budaya seperti motif tenun Manggarai dan pola geometri tradisional dalam permainan puzzle memberikan pengalaman belajar langsung (hands-on) yang meningkatkan kemampuan penalaran spasial, pengenalan pola, serta keterampilan kolaboratif anak. Peran guru terbukti penting dalam mendukung keterlibatan kognitif anak dan mengontekstualisasikan pembelajaran dalam lingkungan budaya.Temuan ini menegaskan pentingnya integrasi budaya lokal dan peran guru yang adaptif dalam lingkungan pembelajaran anak usia dini untuk mendorong perkembangan kognitif dan sosial-emosional secara bersamaan.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
G. Yasrab, “Impact of Early Childhood Education Project on Students’ Cognitive Development at School in the Punjab, Pakistan,” PAKISTAN Lang. Humanit. Rev., vol. 6, no. II, Jun. 2022, doi: 10.47205/plhr.2022(6-II)27.
D. N. L. Laksana, “Implementation of Online Learning in The Pandemic Covid-19: Student Perception in Areas with Minimum Internet Access,” J. Educ. Technol., vol. 4, no. 4, p. 502, Mar. 2021, doi: 10.23887/jet.v4i4.29314.
S. Muntomimah and R. Wijayanti, “The Importance of STEAM Loose Part Learning Effectiveness in Early Childhood Cognitive Learning,” in Proceedings of the 2nd Annual Conference on Social Science and Humanities (ANCOSH 2020), 2021. doi: 10.2991/assehr.k.210413.012.
N. Pramling et al., “Playing, Playworlds, and Early Childhood Education,” in International Perspectives on Early Childhood Education and Development, Springer International Publishing, 2019, pp. 31–54. doi: 10.1007/978-3-030-15958-0_3.
M. Putri and I. Junaedi, “Development of Ethnomathematics-Based E-Module Using the Inquiry Learning Model to Improve Mathematical Problem Solving Ability,” Unnes J. Math. Educ., vol. 11, no. 2, pp. 174–182, Aug. 2022, doi: 10.15294/ujme.v11i2.59938.
R. Y. Ariyana, Erma Susanti, Muhammad Rizqy Ath-Thaariq, and Riki Apriadi, “Penerapan Metode Game Devlopment Life Cycle (GDLC) pada Pengembangan Game Motif Batik Khas Yogyakarta,” INSOLOGI J. Sains dan Teknol., vol. 1, no. 6, pp. 796–807, Dec. 2022, doi: 10.55123/insologi.v1i6.1129.
R. Dwi Permata, “Pengaruh Permainan Puzzle Terhadap Kemampuan Pemecahan Masalah Anak Usia 4-5 Tahun,” PINUS J. Penelit. Inov. Pembelajaran, vol. 5, no. 2, pp. 1–10, Jul. 2020, doi: 10.29407/pn.v5i2.14230.
S. D. Ardianti, S. Wanabuliandari, S. Saptono, and S. Alimah, “Respon Siswa dan Guru terhadap Modul Ethno-Edutainment di Sekolah Islam Terpadu,” Edukasia J. Penelit. Pendidik. Islam, vol. 14, no. 1, p. 1, Jun. 2019, doi: 10.21043/edukasia.v13i2.3693.
E. Danniels and A. Pyle, “Defining Play-based Learning.” Encyclopedia on Early Childhood Development, 2018. [Online]. Available: https://www.child-encyclopedia.com/pdf/expert/play-based-learning/according-experts/defining-play-based-learning
A. A. Amatullah, D. P. D. Hariyanti, and P. Purwadi, “Analisis Penggunaan Puzzle dalam Kemampuan Pemecahan Masalah Anak,” Wawasan Pendidik., vol. 2, no. 1, pp. 93–100, Feb. 2022, doi: 10.26877/wp.v2i1.9732.
C. Suryaningsih and D. N. Munahefi, “Penerapan Puzzle Bernuansa Etnomatematika Melalui Permainan Engklek Pada Materi Bangun Datar,” in PRISMA, Prosiding Seminar, 2021. [Online]. Available: https://journal.unnes.ac.id/sju/index.php/prisma/article/view/45008
M. F. Hanim, A. P. Makur, P. Raga, and K. V Pantaleon, “Mathematical learning by utilizing loce, manggaraian traditional mats,” J. Phys. Conf. Ser., vol. 1315, no. 1, p. 012035, Oct. 2019, doi: 10.1088/1742-6596/1315/1/012035.
A. P. Makur, I. Sutam, B. Gunur, and B. Rampung, “Lingko: Interweaving Manggarai Culture, and Mathematics,” J. Phys. Conf. Ser., vol. 1315, no. 1, p. 012006, Oct. 2019, doi: 10.1088/1742-6596/1315/1/012006.
W. S. Dominikus, A. Madu, I. K. S. Blegur, and M. U. Jemamun, “Ethnomathematics in Caci Dance of Manggarai Community and Its Integration in Mathematics Learning,” J. Law Sustain. Dev., vol. 12, no. 2, p. e3035, Feb. 2024, doi: 10.55908/sdgs.v12i2.3035.
J. Bowers, M. Anderson, and K. Beckhard, “A Mathematics Educator Walks into a Physics Class: Identifying Math Skills in Students’ Physics Problem-Solving Practices,” J. STEM Educ. Res., vol. 7, no. 3, pp. 335–361, Dec. 2024, doi: 10.1007/s41979-023-00105-w.
D. Murano, J. E. Sawyer, and A. A. Lipnevich, “A Meta-Analytic Review of Preschool Social and Emotional Learning Interventions,” Rev. Educ. Res., vol. 90, no. 2, pp. 227–263, Apr. 2020, doi: 10.3102/0034654320914743.
L. Radford, “Play and the Production of Subjectivities in Preschool,” in Mathematics Education in the Early Years, vol. 43, no. 2, Cham: Springer International Publishing, 2020, pp. 43–60. doi: 10.1007/978-3-030-34776-5_3.
T. Yulıanto, İ. Pramudya, and İ. Slamet, “Effects of the 21st Century Learning Model and Problem-Based Models on Higher Order Thinking Skill,” Int. J. Educ. Res. Rev., vol. 4, no. Special Issue, pp. 749–755, Dec. 2019, doi: 10.24331/ijere.629084.
D. Rad et al., “The use of theory of planned behavior to systemically study the integrative-qualitative intentional behavior in Romanian preschool education with network analysis,” Front. Psychol., vol. 13, Jan. 2023, doi: 10.3389/fpsyg.2022.1017011.
C. P. C. Keung, H. Yin, W. W. Y. Tam, C. S. Chai, and C. K. K. Ng, “Kindergarten teachers’ perceptions of whole-child development: The roles of leadership practices and professional learning communities,” Educ. Manag. Adm. Leadersh., vol. 48, no. 5, pp. 875–892, Sep. 2020, doi: 10.1177/1741143219864941.
N. Silfiana and W. Widyastuti, “Etnomatematika Permainan Kelereng Sebagai Media Belajar Matematika Sekolah Dasar,” Indones. J. Islam. Elem. Educ., vol. 1, no. 1, pp. 37–48, Jun. 2021, doi: 10.28918/ijiee.v1i1.3924.
Ö. Ergene, B. Çaylan Ergene, and E. Yazici, “Ethnomathematics Activities: Reflections from the Design and Implementation Process,” Turkish J. Comput. Math. Educ., vol. 11, no. 2, pp. 402–437, Aug. 2020, doi: 10.16949/turkbilmat.688780.
D. C. Nugroho and D. B. Widjajanti, “Ethnomathematics: humanistic learning to manage math anxiety,” J. Phys. Conf. Ser., vol. 1320, no. 1, p. 012092, Oct. 2019, doi: 10.1088/1742-6596/1320/1/012092.