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Indonesian Language and Literature Education, Universitas Muhammadiyah Bogor Raya, Bogor, Indonesia
Education

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Sensory Game-Based Learning on Learning Engagement and Cognitive Development in Early Childhood Lucky Dewanti; Naufal Ramadian; Nina; Nurdini Ferianti; Muhammad Ichsan Nurjaman
Jurnal Penelitian dan Pengembangan Pendidikan Vol. 10 No. 2 (2026): July
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppp.v10i2.109234

Abstract

Instructional practices used by early childhood education (ECE) teachers often lack meaningful sensory experiences, resulting in suboptimal learning engagement and child development. This situation highlights the need for teaching methods that provide more concrete, active learning experiences tailored to the characteristics of young children. This study aims to analyse the simultaneous and partial effects of the sensory play method on young children's learning engagement and cognitive development. Using a quantitative survey design, the study selected ECE teachers as participants through purposive sampling, and the instrument pilot test involved teachers with similar characteristics. Data were collected via questionnaires. The analysis used descriptive statistics, prerequisite tests, and regression analysis. The results indicate that sensory play-based learning has a significant simultaneous effect on learning engagement and cognitive development. Individually, the sensory play method did not significantly influence learning engagement, but it significantly contributed to young children's cognitive development. The findings suggest that sensory play is an effective instructional approach for supporting children's cognitive development, although enhancing learning engagement may require additional strategies.
Co-Authors Lucky Dewanti Muhammad Ichsan Nurjaman Naufal Ramadian Nurdini Ferianti