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All Journal International Journal of Multidisciplinary Approach Research and Science Journal of Education Method and Learning Strategy
Herlina Herlina
Universitas Negeri Makassar, Indonesia
Agriculture, Biological Sciences & Forestry Humanities Chemical Engineering, Chemistry & Bioengineering Economics, Econometrics & Finance Education Immunology & microbiology Mathematics Social Sciences Other

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Journal : Journal of Education Method and Learning Strategy

 1 
Playing Blocks Against Early Childhood Social-Emotional Development Paramidhita Buana Cinna; Wahira Wahira; Andi Asrifan; Herlina Herlina
Journal of Education Method and Learning Strategy Том 4 № 01 (2026): Journal of Education Method and Learning Strategy
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/jemls.v4i01.2174

Abstract

Play has many roles in a child's development. It's the same with playing blocks. Blocks are toys that we often see in school, blocks are educational games that are made of wood or foam and are played by shaping the desired building. This study aims to determine the influence of block games on children's social-emotional development and to determine the level of early childhood social-emotional development before and after being given block play activities. The research method used the One Group Pretest–Posttest design. In this design, there is only one group of subjects who are given treatment in the form of block play. through pretest and posttest which is carried out using direct observation of the research sample. The data analysis used was descriptive analysis and inferential analysis. The results of the study show that block play activities have a significant and positive influence on improving the social-emotional development of children aged 5-6 years. Descriptively, there was a substantial increase in social-emotional development scores. This is shown by a significant increase in the average score, from 75.38 in the pretest stage  to 92.92 in the posttest stage. The results of hypothesis testing using the Wilcoxon Signed Rank Test confirmed the existence of a significant influence. A p-value of 0.001498 was obtained, which is far below the significance level. These findings support the rejection of the Null Hypothesis (), which means that there is a significant difference between  pretest and posttest scores.
Puzzle Media on Early Childhood Cognitive Abilities Jumaedah Jumaedah; Herlina Herlina; Herman Herman; Wahira Wahira; Assidiq Darwis
Journal of Education Method and Learning Strategy Том 4 № 01 (2026): Journal of Education Method and Learning Strategy
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/jemls.v4i01.2175

Abstract

Puzzles stimulate children to recognize relationships between parts and wholes, understand patterns and shapes, hone visual memory skills, practice cause-and-effect logic, and develop simple strategies through trial and error. This study aims to determine the cognitive abilities of children in the control group and the experimental group before and after being given learning using puzzle media. The type of research used is quantitative with quasi-experimental design or pseudo-experimental research. Using data collection techniques in the form of observations, tests, interviews, and documents. The data analysis used goes through two stages, namely descriptive statistical analysis and inferential analysis. Descriptive analysis is used to provide an overview of children's cognitive development, while inferential analysis is used to test hypotheses whether there is a significant difference between the experimental group (puzzle media) and the control group (conventional learning). The results showed that the gross motor development of children aged 5-6 years after participating in learning with fuzzle media  in the experimental group could be said to be significant based on the results  of the paired sample t test with a p-value smaller than the significance level of 5%. The gross motor development of children aged 5-6 years after participating in learning with conventional media can be said to be significant based on the results  of the Wilcoxon Signed Rank test with a p-value greater than the significance level of 5%. Based on the results  of the Independent Sample T-Test, it was found  that the p-value was smaller than the significance level of 5%, so there was a significant difference in the cognitive development of children aged 5-6 years between the groups that participated in learning using fuzzle media and conventional media.
Co-Authors Arismunandar Arismunandar Asrifan, Andi Assidiq Darwis Atirah Ahdal Hamzah Upu Herman Herman Jumaedah Jumaedah Paramidhita Buana Cinna Rusbiaty Rusbiaty Rusmayadi Rusmayadi Sumarni Jabir Surya Syamsuardi Syamsuardi Syamsuarni K Syamsuarni K Wahira