Pengaruh Permainan Building Block terhadap Kecerdasan Visual Anak  di TK Ulil Albab Kota Bandung

Hastuti, Ira; Santia, Anita

doi:10.31004/obsesi.v2i1.9

Cited by 2 publications

(4 citation statements)

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“…During the treatment sessions, the participants understood direction, including left and right, back and front, and identify the color, geometry in the puzzle block game. This study's results align with previous research findings (Hastuti & Santia, 2019;Jirout & Newcombe, 2015;Levine et al, 2012;Pradnyawati et al, 2017). The stimuli used in previous research, such as block puzzles and other game tools, can improve children's visual spatial abilities.…”

Section: Discussionsupporting

confidence: 92%

“…The traditional game cengkling in this study also modifies maze games (Rosidah, 2014) and puzzle blocks (Hastuti & Santia, 2019;Jirout & Newcombe, 2015;Levine et al, 2012). Hence, the traditional game cengkling also stimulates children to jump in different directions and positions, such as the winding maze.…”

Section: Discussionmentioning

confidence: 96%

“…The cengkling traditional game used in the research is shown in Figure 2. The game consists of a cengkling mat, cengkling maze mats, and kuju that modified from previous research (Iswinarti, 2020;Pradnyawati, Antara, & Ujianti, 2017;Rosidah, 2014), and also a puzzle block that has been modified from previous studies (Hastuti & Santia, 2019;Jirout & Newcombe, 2015). The modification was conducted on the geometry shapes, color series, and track showing their direction and position.…”

Section: Cengkling Traditional Game Modulementioning

confidence: 99%

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Past and present: Improving early childhood visual spatial abilities through traditional game cengkling

Saputra

Ekawati

2021

HUMANITAS

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Pandemic covid-19 started at the end of 2019 in China, spread to all countries in the world impacted in all aspects of human life, including education. Distance learning has become a solution to maintain education for students (Tadesse & Muluye, 2020). In distance learning, the role of parents is more complex, especially for early childhood education. Parents' involvement is needed to conduct learning at home, supervise the learning process, and even more assess the learning outcome designed by the teacher (Solekhah, 2020). Therefore, the Government of Indonesia developed various forms of online learning focus on communication between teachers, students, and parents using unsophisticated equipment. When conducting the learning process at home, parents may use any equipment to stimulate their abilities, including visual spatial abilities.Visual spatial abilities are essential for children. Visual spatial abilities are an essential predictor in STEM (Science, Technology, Engineer and Math) achievement and career (Uttal & Cohen, 2012;Uttal et al., 2013). Individuals with visual spatial abilities will succeed in engineering and physical disciplines such as architecture, physics, chemistry, dentistry, medicine, and medical surgery in the future (Wai, Lubinski, & Benbow, 2009). Furthermore, visual spatial proficiency is also related to remarkable victories in several fields, including trade such as craftsmen, positions in specific industries, surveyors, drafters, map makers (Shea, Lubinski, &Benbow, 2001), and musicians (Hetland, 2000). Therefore every child is expected to have visual spatial abilities to welcome the industrial revolution 4.0, which required technological proficiency (Ekawati & Saputra, 2019).

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Section: Discussionsupporting

confidence: 92%

Section: Discussionmentioning

confidence: 96%

Section: Cengkling Traditional Game Modulementioning

confidence: 99%

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Past and present: Improving early childhood visual spatial abilities through traditional game cengkling

Saputra

Ekawati

2021

HUMANITAS

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“…Increase children's visual intelligence by developing creative expression and imagination (Hastuti, et al 2018). Aspects of visual intelligence are sensitivity to shape, form, size, composition, and color.…”

Section: Cmentioning

confidence: 99%

Open-Ended Toys to Stimulate Cognitive Development Children Aged 1-3 Years Old in the Pandemic Era

Bahri,

Setiawan

2023

J. Industrial Product Des. Res. Stud.

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Cognitive development is one of the important aspects related to the stages of a child's ability to acquire interpretation and knowledge based on experience and information obtained. One of ways to stimulate children's cognitive development is through the use of open-ended toys. Open-ended toys are a type of toys that provides space for interpretation and can be used in various ways, thereby triggering children's creativity. The purpose of this research was to analyze the use of open-ended toys in stimulating the cognitive development of children aged 1-3 years old in the pandemic era. The method used in this study is qualitative, namely a descriptive analysis of the function aspect of three kinds open-ended toys. Data obtained through literature study, observation, interviews, and documentation. In this research, theory about the stages of children's play development according to Piaget was used. Based on the results of the analysis, it can be seen open-ended toys in the form of puzzles, building blocks, and animal figurines can stimulate children's cognitive development by increasing children's concentration range, language skills, fine motor skills, and gross motor skills in children aged 1-3 years old in the era of the covid-19 pandemic.

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Pengaruh Permainan Building Block terhadap Kecerdasan Visual Anak di TK Ulil Albab Kota Bandung

Cited by 2 publications

References 1 publication

Past and present: Improving early childhood visual spatial abilities through traditional game cengkling

Past and present: Improving early childhood visual spatial abilities through traditional game cengkling

Open-Ended Toys to Stimulate Cognitive Development Children Aged 1-3 Years Old in the Pandemic Era

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