Penerapan Permainan Tradisional Congklak untuk Meningkatkan Perkembangan Kognitif Anak Usia Dini
DOI:
https://doi.org/10.31004/basicedu.v9i5.10575Keywords:
Traditional Games, Congklak, Cognitive Development, Early Childhood EducationAbstract
Perkembangan kognitif anak usia dini membutuhkan stimulasi yang tepat melalui kegiatan bermain yang menyenangkan dan bermakna. Penelitian ini bertujuan mendeskripsikan penerapan permainan tradisional congklak dalam meningkatkan perkembangan kognitif anak usia dini sebagai respons terhadap tantangan era digital dan kecenderungan monotoninya metode pembelajaran konvensional di PAUD. Keunikan penelitian ini terletak pada integrasi nilai budaya lokal dan spiritual keislaman dalam kegiatan pembelajaran berbasis permainan. Metode yang digunakan adalah Penelitian Tindakan Kelas dua siklus dengan analisis kuantitatif dan kualitatif. Subjek penelitian terdiri atas 24 anak kelompok B usia 5–6 tahun di PAUD Al-Ummi Kota Pagar Alam. Hasil penelitian menunjukkan adanya peningkatan signifikan pada kemampuan kognitif anak. Pada siklus I, 58% anak mencapai indikator kognitif, sedangkan pada siklus II meningkat menjadi 87,5%. Anak menunjukkan perkembangan dalam kemampuan berhitung, konsentrasi, berpikir logis, serta kerja sama sosial selama proses bermain congklak. Aktivitas pembelajaran menjadi lebih menarik, kontekstual, dan memotivasi anak untuk belajar. Dengan demikian, permainan tradisional congklak efektif digunakan sebagai strategi pembelajaran yang mengoptimalkan perkembangan kognitif sekaligus melestarikan nilai budaya lokal dan spiritual dalam pendidikan anak usia dini.
References
Apriyanda, A., Lubis, N. K. M., Sinaga, N. A., Nadeak, A. C., & Siddik, F. (2024). Pengaruh olahraga permainan tradisional congklak terhadap perkembangan psikomotorik dan kognitif siswa sekolah dasar. Jurnal Sadewa?: Publikasi Ilmu Pendidikan, Pembelajaran Dan Ilmu Sosial, 2(4), 201–210. https://doi.org/10.61132/sadewa.v2i4.1289
Aulia, D., & Sudaryanti, S. (2023). Peran permainan tradisional dalam meningkatkan sosial emosional anak usia dini. Jurnal Obsesi?: Jurnal Pendidikan Anak Usia Dini, 7(4), 4565–4574. https://doi.org/10.31004/obsesi.v7i4.4056
Berk, L. E. (2013). Child development (9th ed). Pearson Education.
Desmariani, E., Siregar, Z., Nengsih, S. A., & Wahyudi, D. (2021). Permainan tradisional congklak sebagai media pengembangan logika anak usia dini. Jurnal Riset Pendidikan Dasar dan Karakter, 3(1), 86–100. https://ojs.adzkia.ac.id/index.php/pdk/article/view/50
Fydarliani, D., Muslihin, H. Y., & Mulyadi, S. (2021). Permainan congklak dalam menstimulasi perkembangan kognitif anak usia dini. JCE (Journal of Childhood Education), 5(1), 214–223. https://doi.org/10.30736/jce.v5i1.499
Han, M., Moore, N., Vukelich, C., & Buell, M. (2010). Does play make a difference? Effects of play intervention on at-risk preschoolers’ vocabulary learning. American Journal of Play, 3(1), 82–105.
Havenga, M., Olivier, J., & Bunt, B. J. (2023). Problem-based learning and pedagogies of play: active approaches towards self-directed learning. Journal of Technology Education (Vol. 11, Issue 2). Aosis Publishing. https://doi.org/10.4102/aosis.2023.BK409
Lestari, P. I., & Prima, E. (2018). Permainan congklak dalam meningkatkan perkembangan kognitif anak usia 5-6 tahun. Seminar Ilmiah Nasional Teknologi, Sains, dan Sosial Humaniora (SINTESA), 1, 539–546. https://doi.org/10.36002/snts.v0i0.525
Lungu, S., & Matafwali, B. (2020). Play based learning in early childhood education (ECE) Centres in Zambia: A teacher perspective. European Journal of Education Studies, 7(12), 356–369. https://doi.org/10.46827/ejes.v7i12.3427
Mertala, P. (2019). Teachers’ beliefs about technology integration in early childhood education: A meta-ethnographical synthesis of qualitative research. Computers in Human Behavior, 101(December), 334–349. https://doi.org/10.1016/j.chb.2019.08.003
Milo, I. R., Dua Dhiu, K., & Fono, Y. M. (2023). Pengembangan alat permainan tradisional congklak untuk meningkatkan kemampuan kognitif pada anak usia 5-6 tahun. Jurnal Citra Pendidikan Anak, 2(2), 452–462. https://doi.org/10.38048/jcpa.v2i2.1164
Muthoharoh, R., & Santoso, A. (2019). Pengaruh permainan congklak terhadap kemampuan berhitung anak usia 5-6 tahun di RA Perwanida 04 Sempolan Jember. JECIE (Journal of Early Childhood and Inclusive Education), 2(2), 54–63. https://doi.org/10.31537/jecie.v2i2.475
Pyle, A., Deluca, C., & Danniels, E. (2017). Context and implications document for: A scoping review of research on play-based pedagogies in kindergarten education. Review of Education, 5(3), 311–351. https://doi.org/10.1002/REV3.3098
Rogers, S., & Evans, J. (2008). Inside role-play in early childhood education: Researching young children’s perspectives, (1st Edition). Routledge. https://doi.org/10.4324/9780203930304
Saracho, O. N., & Spodek, B. (2003). Contemporary perspectives on play in early childhood education. Information Age Pub.
Silviliyana, M., Ramadani, K. D., Sulistyowati, R., Sari, N. R., & Anggraeni, G. (2024). Profil Anak Usia Dini 2024 (Vol. 5). Badan Pusat Statistik.
Vygotskii, L. S. (1978). Mind in Society (The development of higher psychological processes). Harvard University Press.
Wahyuni, S., Salama, N., & Taslim. (2020). Pengaruh permainan tradisional congklak terhadap kemampuan berhitung anak usia dini. Jurnal Riset Golden Age PAUD UHO, 3(3), 218–223.
Wilhelmina, G., Lestari, P. I., & Poerwati, C. E. (2024). Bali improve early childhood cognitive skills through traditional games congklak. Bali Improve Early Childhood Cognitive Skills Through Traditional Games Congklak, 3(1), 277–286. https://doi.org/10.36002/jd.v3i1.2982
Zosh, J. M., Hirsh-Pasek, K., Hopkins, E. J., Jensen, H., Liu, C., Neale, D., Solis, S. L., & Whitebread, D. (2018). Accessing the inaccessible: Redefining play as a spectrum. Frontiers in Psychology, 9(AUG), 1–12. https://doi.org/10.3389/fpsyg.2018.01124
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2025 Meza Fitria, Muhamad Agus Maryanto
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work’s authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal’s published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
