The Influence of Traditional Games on the Social Emotional Development of Children Aged 5-6 Years in Kindergarten
DOI:
https://doi.org/10.59638/ihyaulum.v4i2.895Keywords:
traditional games, social emotional development, early childhood education, quasi-experimentAbstract
Social and emotional development is a crucial aspect of early childhood, as it relates to a child's readiness to interact, cooperate, take responsibility, understand the feelings of others, and express emotions appropriately. This study aimed to determine the impact of traditional games on the social and emotional development of children aged 5–6 years, specifically regarding cooperation, responsibility, empathy, and emotional expression. A quantitative approach was employed using a quasi-experimental design—specifically, the Non-equivalent Control Group Design. The study involved 20 children divided into an experimental group (n=10) and a control group (n=10). The experimental group participated in three traditional games—asing-asing, bom, and kucing dan tikus (cat and mouse)—conducted over six sessions, while the control group engaged in routine learning activities using puzzles and Lego. Data were collected via a structured observation sheet comprising eight items based on four indicators of social and emotional development. The results showed that the experimental group's mean score increased by 4.40 points (from 16.30 to 20.70), whereas the control group's score increased by only 0.20 points (from 15.10 to 15.30). The Wilcoxon test yielded a Z-value of -2.831 with an Asymp. Sig. (2-tailed) of 0.005 (p < 0.05), indicating a significant effect. Thus, traditional games serve as an effective and contextual learning alternative for stimulating the social and emotional development of children aged 5–6 years.
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