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All Journal Al-Muqayyad Asatiza: Jurnal Pendidikan Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Jurnal Manajemen Pendidikan Dasar, Menengah dan Tinggi [JMP-DMT] Journal of Early Childhood Education Journal of Educational Management Research Al-Zayn: Jurnal Ilmu Sosial & Hukum Jurnal Sentra Pendidikan Anak Usia Dini
siswanto, iwan
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Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Physics Public Health Social Sciences Other

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Fostering Deep Learning in Early Childhood Education Through Traditional Games: Joyful, Meaningful, and Mindful Learning Eriani, Eva; Nanda Pratiwi; Mastuinda; Iwan Siswanto
JOYCED: Journal of Early Childhood Education Vol. 5 No. 2 (2025): JOYCED: Journal of Early Childhood Education
Publisher : PROGRAM STUDI MAGISTER PENDIDIKAN ISLAM ANAK USIA DINI (PIAUD) FAKULTAS ILMU TARBIYAH DAN KEGURUAN UIN SUNAN KALIJAGA YOGYAKARTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/joyced.2025.52-01

Abstract

This study addresses the lack of meaningful planning in early childhood education (ECE) activities, particularly in the integration of traditional games. Traditional games possess rich educational value that can enhance learning experiences by making them joyful, meaningful, and mindful collectively referred to as deep learning in the context of this research, unrelated to artificial intelligence. The study aimed to explore how traditional games can be systematically implemented to foster deep learning in young children. Conducted as classroom action research, the study involved 16 children aged 5–6 years in a kindergarten setting, selected through purposive sampling. The research was carried out over two cycles, with data collected through structured observation and analyzed using descriptive quantitative methods to calculate developmental achievement percentages in cognitive, emotional, and social aspects. Results showed an increase in deep learning indicators: joyful learning rose from 62.5% in Cycle 1 to 87.5% in Cycle 2, meaningful learning from 56.3% to 81.3%, and mindful learning from 50.0% to 78.1%. These findings indicate that traditional games, when intentionally integrated into lesson plans, can significantly contribute to holistic child development. The study concludes that achieving deep learning through traditional games requires consistent implementation, teacher commitment, and thoughtful planning aligned with children's developmental stages.
Co-Authors Abd. Rasyid Syamsuri Ahmad Sa'adi Devianti, Rika Eriani, Eva Eva Eriani Ferdinan Ferdinan, Ferdinan Kasful Anwar Us, Kasful Anwar Kencana, Rita Laksono Hujianto Lias Hasibuan M. Syahran Jailani M.Iqbal Mastuinda Muntholib Nanda Pratiwi Nanda Pratiwi Ningrum, Sutria Nur Amalia Ridhwan, M. Saidah Oktariyati Saiin, Saiin Siregar, Kardina Engelina