Pengaruh Permainan Tradisional Dalam Mengembangkan Kecerdasan Jamak Anak Usia Dini Pada PAUD Di Kota Mataram
Bibliographic record
Abstract
This study aims to explain the influence of traditional games in developing plural intelligence in early childhood. Playing is fun, learning through games allows a child to learn in a natural way, where excitement creates optimal enthusiasm. Learning does not have to be done seriously and indoors, with full concentration, but can be done by playing adapted to the stages of development, abilities and behavior of children. Because children will play in the most appropriate way for the things they have to learn. This research is a qualitative research. Subjects were 25 early childhood children with two traditional games, Long se and Congklak. Data collection is done by observation, interviews, and documentation. Based on the results of the study it can be concluded that traditional games affect the development of plural intelligence of early childhood students. This is based on the results of the analysis of research data using the t test contained in the simple regression test obtained tcount = 3.755 while ttable = 2.069 at the significance level α = 0.05 with dk = 23 because it was obtained (tcount> t table). Keywords: traditional games, plural intelligence, Early Childhood References Armstrong, Thomas. Smart Baby’s Brain, Merangsang Kegeniusan Anak di Tiga Tahun Pertama. Jakarta: Prestasi Pustaka Publisher. 2003 Auryn, Virzara. How to Create a Smart Kids, Seri Kecerdasan Anak, Jakarta: Penerbit Katahati. 2007 Bredekamp, Sue dan Copple. Developmentally Approriate Practise in Early Childhooh Program, USA: NAECY, 1992 Bruce, T dan Maggit C. Child Care & Education, USA: Hodder & Stoughton A Member of Hodeder Headline Group. 1999 Budiwanti, Erni. Islam Sasak, Yogyakarta: LKIS. 2000 Essa, Eva L. Introduction to Early Childhood Education, 4th Edition, Canada: Thomson Delmar Learning. 2003. Fathurohman, O. (2017). Hakikat Bermain Dan Permainan Anak Usia Dini Di Pendidikan Anak Usia Dini (PAUD). Aṣ-Ṣibyān: Jurnal Pendidikan Anak Usia Dini, 2(1), 27–36. Fitriyani, F. N. (2017). Perkembangan Bermain Anak Usia Dini. Aṣ-Ṣibyān: Jurnal Pendidikan Anak Usia Dini, 2(2), 125–140. Gopink, Alison. Andrew N Meltzoff. dan Patricia K Kuhl. Keajaiban Otak Anak. Jakarta: Mizan Mizan Media Utama. 2007 Gunawan, Adi W. Genius Learning Strategy,. Jakarta: PT Gramedia Pustaka Utama. 2003 Hainstoock, Elizabeth G. Metode Pembelajaran Montessori untuk Anak Pra Sekolah, Jakarta: Pustaka Delapratasa. 1999 Hidayatullah,Ahmad. Pendidikan Anak Muslim, Pendekatan Praktis Aplikatif Berdasarkan Nilai-Nilai Islam dan Teori Pendidikan Modern. Jakarta: Penerbit Fikr Rabbany Group. 2008 Huliyah, M. (2016). Hakikat Pendidikan Anak Usia Dini. Aṣ-Ṣibyān: Jurnal Pendidikan Anak Usia Dini, 1(1), 60–71. Imroatun, I. (2014). Permainan Tradisional Sebagai Pembelajaran Kecakapan Sosial Bagi Anak Usia Dini. Jurnal Sains Psikologi, 3(1), 1–11. Jensen, Eric. Memperkaya Otak, Cara Memaksimalkan Potensi Setiap Pembelajar. Jakarta: PT Indeks. 2008 Lukman, Lalu. Pulau Lombok dalam Sejarah Ditinjau dari Aspek Budaya. TT:TP. 2008 Makaminan, Makagiansar. Saling Asih, Saling Asuh, Saling Asah. Jakarta: CSIS. 2002 Manan, Imran. Dasar-Dasar Sosial Budaya Pendidikan. Jakarta : P2LPTK. 1989 Margaret E. dan Bell Gredler. Belajar dan Membelajarkan. Jakarta: CV Rajawali. 1991 Moleong. Metodology Penelitian Kualitatif. Bandung: Rosdakarya. 2005 Musfiroh, Tadkiroatun. Bermain Sambil Belajar dan Mengasah Kecerdasan. Jakarta: Depdiknas. T.t. Nusa Tenggara Barat. Sejarah Daerah Nusa Tenggara Barat. Mataram: T.P. 2002 Pusat Penelitian Sejarah dan Budaya Nusa Tenggara Barat. Adat dan Upacara Perkawinan Daerah NTB, Mataram. T.P. 1996 Nusa Tenggara Barat. Pengkajian Nilai Budaya. Naskah Babad Lombok, Mataram: T.P. 1999 Prihantoro, A., & Hidayat, F. (2019). Melakukan Penelitian Tindakan Kelas. Ulumuddin : Jurnal Ilmu-Ilmu Keislaman, 9(1), 49–60. Santoso, Sugeng. Pendidikan Anak Usia Dini. Jakarta: Penerbit Citra Pendidikan. 2004. Santrock, John W. Life Span Development, USA: Times Mirror Higher Education Group. 1997 Semiawan, Conny. Penerapan Pembelajaran Anak. Jakarta: Indeks. 2008. Setiani, R. E. (2019). Pemanfaatan Permainan Tradisional Dalam Penanaman Nilai-Nilai Kebangsaan Di TK Negeri Pembina 2 Purwokerto. Aṣ-Ṣibyān: Jurnal Pendidikan Anak Usia Dini, 4(1), 39–52. Silberg, Jackie. Brain Games for Toddlers, Jakarta: Penerbit Erlangga. 2004. Slee, Fhilip and Rosalyn Shut. Child Development: Thinking About Theories, London: Oxford University Press Inc. 2003. Stone, Sandra J. Playing A Kid’s Curriculum, Good Year Book; USA: Harper Collins Publishers. 1993.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.021 | 0.004 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".