Samhah Taurisa Aprilia, Hendrik Siswono, Muhammad Agus Sugiarto

Permainan Ular Tangga Edukasi untuk Meningkatkan Kepercayaan Diri Anak Usia Dini

Introduction

Permainan ular tangga edukasi untuk meningkatkan kepercayaan diri anak usia dini. Permainan ular tangga edukasi efektif meningkatkan kepercayaan diri anak usia dini (4-5 tahun). Studi di Jember menunjukkan hasil positif pada keyakinan diri & berpikir kritis.

Abstract

Self-confidence is one of the emotional intelligence that needs to be developed in early childhood. This study aims to improve early childhood self-confidence through educational snakes and ladders games at SPS Lemuru 26 Mojosari, Jember. This research is a Classroom Action Research (CAR) with a population of 10 students aged 4-5 years. Data were collected through observation, field notes, and documentation, then analyzed quantitatively and qualitatively. This research involved one cycle consisting of planning, implementation, observation, and reflection stages, with the target of increasing self-confidence at least 76% of children reaching the “very good” category. The results showed that children's belief in their own abilities and positive attitudes were at 85% (very good), a sense of optimism obtained 75% (good), judging objectively obtained 87.5% (very good), responsibility for the actions taken was at 85% (very good), and the ability to think critically obtained 82.5% and was classified in the category (very good). Thus, the educational snakes and ladders game proved effective in increasing the self-confidence of early childhood.

Review

This study, titled "Permainan Ular Tangga Edukasi untuk Meningkatkan Kepercayaan Diri Anak Usia Dini" (Educational Snakes and Ladders Game to Increase Self-Confidence in Early Childhood), addresses a highly relevant and critical area in early childhood development. The abstract clearly articulates the importance of self-confidence as a key component of emotional intelligence that needs nurturing from an early age. The chosen intervention, an educational snakes and ladders game, is particularly interesting as it proposes a practical and accessible method for fostering this crucial trait in young children. The objective of improving early childhood self-confidence through this specific game at a designated school is well-defined and straightforward, setting a clear scope for the research. The methodology employed, Classroom Action Research (CAR), is fitting for an intervention-based study aiming to bring about immediate improvements in a specific educational setting. The use of a mixed-methods approach, combining quantitative and qualitative data gathered through observation, field notes, and documentation, lends credibility to the findings by offering a multi-faceted perspective. While the single-cycle design is characteristic of CAR, the relatively small population of 10 students aged 4-5 years at SPS Lemuru 26 Mojosari, Jember, inherently limits the generalizability of the results. However, for a localized action research study, the approach appears robust in capturing contextual effectiveness. The results presented indicate a strong positive impact of the educational snakes and ladders game on various aspects of children's self-confidence. With significant percentages of children reaching the "very good" category across indicators such as belief in abilities (85%), objective judgment (87.5%), responsibility (85%), and critical thinking (82.5%), the study successfully meets and exceeds its target of 76%. Although the sense of optimism scored slightly lower at 75% ("good"), the overall pattern strongly supports the conclusion that the educational snakes and ladders game is effective in fostering self-confidence in early childhood. This research provides valuable insights for educators and parents seeking engaging and practical strategies to support children's emotional development, though further studies with larger and more diverse samples could confirm broader applicability.

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