Effect of cognitive stimulation based on puzzle games on learning achievement in school-aged stunted children
Abstract
Introduction; Stunting causes obstacles to physical development but also threatens cognitive development which has an impact on reducing children's productivity in adulthood. So efforts are needed to helpth ecognitive development of stunting children through educational games.
Objective; Effect of Puzzle Game-Based Cognitive Stimulation on Learning Achievement of Stunted Children of School Age.
Method; This type of pre-experimental research with a one group pre test-post test design. This study used measurements three times before the intervention and three times after the intervention. A sample of 36 people with the criteria of a stunted child based on BMI results according to measurements of height/age and weight/age.
Results; the average value of stunting children's learning achievement given cognitive stimulation based on a puzzle game is PreTest 1 = 70.36, Post Test 1 = 69.36; Pre Test 2 = 72.36, Post Test 2 = 69.36, and PreTest 3 = 74.63, Post Test 3 = 70.72. In the statistical test results with the paired T-Test, there is a statistically significant difference (p <0.05) significant for all puzzle game interventions given to stunting children.
Suggestion; the need for cognitive stimulus-based learning methods through puzzle games, as a learning approach technique for elementary school-age children who are stunted.
Downloads
References
2. Woldehanna, T., Behrman, J. R., & Araya, M. W. The effect of early childhood stunting on children's cognitive achievements: Evidence from young lives Ethiopia. Ethiop J Health Dev,2017; 31(2):75-84.
3. Maghfuroh, L. Metode bermain puzzle berpengaruh pada perkembangan motorik halus anak usia prasekolah. Jurnal Endurance: Kajian Ilmiah Problema Kesehatan, 2018; 3(1):55-60.
4. Rita Dwi, P., Riris, A., & Fenita Purnama Sari, I. (2020). The Positive Effect Of Educative Game Tools (Puzzle) On Cognitive Levels Of Pre-School Children (4-5 YEARS). The Malaysian Journal of Nursing (MJN), 2020; 11(3):35-41. doi: 10.31674/mjn.2020.v11i03.006
5. Mulyana, A., & Nurcahyani, N. The Effect of the Puzzle Playing Method on Improving the Cognitive Development of Children Aged 4-6 Years. KnE Life Sciences,2022; 542–548-542–548.
6. Stewart, C. P., Iannotti, L., Dewey, K. G., Michaelsen, K. F., & Onyango, A. W. (2013). Contextualising complementary feeding in a broader framework for stunting prevention. Matern Child Nutr, 2013; 9(2),:27-45. doi: 10.1111/mcn.12088
7. de Onis, M., Dewey, K., Borghi, E., Onyango, A., Blossner, M., & Daelmans, B. The World Health Organization global target on childhood stunting by 2025. Matern Child Nutr, 2013; 9(2):6-26.
8. Mustakim, M. R. D., Irwanto, Irawan, R., Irmawati, M., & Setyoboedi, B. Impact of Stunting on Development of Children between 1-3 Years of Age. Ethiop J Health Sci, 2022; 32(3):569-578. doi: 10.4314/ejhs.v32i3.13
9. Crookston, B. T., Schott, W., Cueto, S., Dearden, K. A., Engle, P., Georgiadis, A., Behrman, J. R. Postinfancy growth, schooling, and cognitive achievement: Young Lives. The American journal of clinical nutrition, 2013; 98(6), 1555-1563.
10. Black, M. M., Pérez-Escamilla, R., & Rao, S. F. Integrating nutrition and child development interventions: scientific basis, evidence of impact, and implementation considerations. Adv Nutr, 2015; 6(6), 852-859. doi: 10.3945/an.115.010348
11. Mulyaningsih, E., & Palangngan, S. T. Pengaruh permainan puzzle terhadap kemampuan mengenal lambang bilangan pada anak usia dini. AL-GURFAH: Journal of Primary Education, 2021; 1(1):29-40.
12. Cleopatra, M. Pengaruh gaya hidup dan motivasi belajar terhadap prestasi belajar matematika. Formatif: Jurnal Ilmiah Pendidikan MIPA, 2015; 5(2).
13. Pan, L., Tlili, A., Li, J., Jiang, F., Shi, G., Yu, H., & Yang, J. How to Implement Game-Based Learning in a Smart Classroom? A Model Based on a Systematic Literature Review and Delphi Method. Front Psychol, 2021; 12:749837. doi: 10.3389/fpsyg.2021.749837
14. Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, MindTrek 2011.
15. Karakoç, B., Eryılmaz, K., Turan Özpolat, E., & Yıldırım, İ. (2020). The effect of game-based learning on student achievement: A meta-analysis study. Technology, Knowledge and Learning, 1-16.
16. Ernawati, F., Briawan, D., Safitri, A., & Prihatini, M. (2020). Effect of Low Linear Growth and Caregiving with Poor Psychosocial Aspects on Cognitive Development of Toddlers. Journal of nutritional science and vitaminology, 66(Supplement), S76-S81.
17. Muloke, I. C., Ismanto, A. Y., & Bataha, Y. (2017). Pengaruh alat permainan edukatif (puzzle) terhadap perkembangan kognitif anak usia 5-6 tahun di desa linawan kecamatan pinolosian kabupaten bolaang mongondow selatan. Jurnal Keperawatan, 5(1).
18. Zakiah, Z., & Khairi, F. Pengaruh Kemampuan Kognitif Terhadap Prestasi Belajar Matematika Siswa Kelas V SDN Gugus 01 Kecamatan Selaparang. El Midad, 2019; 11(1):85-100.
19. Mulyaningsih, E., & Palangngan, S. T. Pengaruh permainan puzzle terhadap kemampuan mengenal lambang bilangan pada anak usia dini. AL-GURFAH: Journal of Primary Education, 2021; 1(1):29-40.
20. Astuti, I., & Ysrafil. Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV-2): An overview of viral structure and host response. Diabetes Metab Syndr, 2020; 14(4):407-412.
21. Organization, W. H. (2010). Indicators for assessing infant and young child feeding practices: part 2: measurement.
22. Pan, L., Tlili, A., Li, J., Jiang, F., Shi, G., Yu, H., & Yang, J. How to Implement Game-Based Learning in a Smart Classroom? A Model Based on a Systematic Literature Review and Delphi Method. Front Psychol, 2021; 12:749837. doi: 10.3389/fpsyg.2021.74983
23. Stewart, C. P., Iannotti, L., Dewey, K. G., Michaelsen, K. F., & Onyango, A. W. Contextualising complementary feeding in a broader framework for stunting prevention. Matern Child Nutr, 9 Suppl 2(Suppl 2), 2013; 27-45. doi: 10.1111/mcn.12088.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
AUTHORS WHO PUBLISH WITH THIS JOURNAL AGREE TO THE FOLLOWING TERMS:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial 4.0 Unported License. that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
.