Unplugged Activity and Cognitive Style on The Speaking Abilities of Early Children
Keywords:
Cognitive Style; Early Childhood; Speaking Ability; Unplugged Activity
Abstract
The ability to speak well and purposefully must be instilled in children from an early age. This is possible through the learning process at school using interesting learning methods and media according to the child's cognitive style. Because spoken language conveyed through speaking is a tool for expressing thoughts and feelings and a means of communication between humans. This will help improve children's speaking ability. This research aims to determine the differences in speaking abilities between students using the unplugged activity method and those using the beyond center and circle times (BCCT). Determine the differences in speaking ability between students with a field-dependence cognitive style and those with a field-independence cognitive style. The researcher tests the interaction between learning methods and cognitive style regarding speaking ability. This research uses an experimental design. The subjects were PGRI Jambon Kindergarten students (TK B1) and (TK B2) who studied the theme of Animals, totaling 44 children. The cognitive style was measured using a questionnaire based on the Children Embedded Figure Test (CEFT). Data analysis of relationships and interactions between variables used the two-way ANOVA test. The research results show that differences influence speaking ability between students using unplugged activity learning and BCCT. Some differences influence the student’s speaking abilities with a field-independence cognitive style and those with a field-dependence cognitive style. There is an interaction between learning methods and cognitive style regarding speaking ability.
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References
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Chen, P., Yang, D., Metwally, A. H. S., Lavonen, J., & Wang, X. (2023). Fostering computational thinking through unplugged activities: A systematic literature review and meta-analysis. International Journal of STEM Education, 10(1), 47. https://doi.org/10.1186/s40594-023-00434-7
de Mello, C. B., da Silva Gusmão Cardoso, T., & Alves, M. V. C. (2023). Social Cognition Development and Socioaffective Dysfunction in Childhood and Adolescence. In P. S. Boggio, T. S. H. Wingenbach, M. L. da Silveira Coêlho, W. E. Comfort, L. Murrins Marques, & M. V. C. Alves (Eds.), Social and Affective Neuroscience of Everyday Human Interaction: From Theory to Methodology. Springer. http://www.ncbi.nlm.nih.gov/books/NBK595463/
Elya, M. H., Nadiroh, N., & Nurani, Y. (2019). Pengaruh Metode Bercerita dan Gaya Belajar terhadap Kemampuan Berbicara Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 4(1), Article 1. https://doi.org/10.31004/obsesi.v4i1.326
Ernaeni, E., Herpratiwi, H., & Sukirlan, M. (2023). Development of Image Series Media in Text Descriptive to Improve English Speaking Skills. Jurnal Teknologi Pendidikan : Jurnal Penelitian Dan Pengembangan Pembelajaran, 8(3), 521–529. https://doi.org/10.33394/jtp.v8i3.7432
Fadhli, M., Brick, B., Setyosari, P., Ulfa, S., & Kuswandi, D. (2020). A Meta-Analysis of Selected Studies on the Effectiveness of Gamification Method for Children. International Journal of Instruction, 13(1), 845–854.
Fauziah, S. (2018). Berbicara Sebagai Suatu Keterampilan Berbahasa. Al-MUNZIR, 10(2), 298–319. https://doi.org/10.31332/am.v10i2.812
Firdayani, T. (2022). Fenomena Tuntutan Orang Tua PAUD Di Masa Tatap Muka Terbatas: Membaca Pada Anak Usia Dini. PERNIK : Jurnal Pendidikan Anak Usia Dini, 5(2), 54–62. https://doi.org/10.31851/pernik.v5i2.8034
Guisande, M. A., Tinajero, C., Cadaveira, F., & Paramo, M. F. (2012). Attention and visuospatial abilities: A neuropsychological approach in field-dependent and field-independent school children/Pozornost a zrakovo-priestorove schopnosti: neuropsychologicky pristup u ziakov Zavislych a nezavislych od pol’a. Studia Psychologica: Journal for Basic Research in Psychological Sciences, 54(2), 83–95.
H, Y. (2018). Meningkatkan Kemampuan Berbicara Melalui Metode Bercakap-Cakap Dengan Gambar Seri Pada Anak di Kelompok B TK Negeri Pembina Kota Tasikmalaya. JURNAL PAUD AGAPEDIA, 2(2), Article 2. https://doi.org/10.17509/jpa.v2i2.24540
Hasanah, A., & Muryanti, E. (2019). Pengaruh Penggunaan Media Diorama terhadap Perkembangan Kemampuan Motorik Halus Anak Usia Dini. Aulad: Journal on Early Childhood, 2(2), Article 2. https://doi.org/10.31004/aulad.v2i2.29
He, X., & Li, Y. (2023). Effect of learning methods and cognitive characteristics on preschoolers’ online English attainment. Education and Information Technologies, 28(9), 11713–11731. https://doi.org/10.1007/s10639-022-11551-1
Heikkilä, M., & Mannila, L. (2018). Debugging in Programming as a Multimodal Practice in Early Childhood Education Settings. Multimodal Technologies and Interaction, 2(3), Article 3. https://doi.org/10.3390/mti2030042
Ismawaty, Q. (2023). Persepsi Orang Tua Tentang PAUD dan Motivasi Menyekolahkan Anak di Lembaga PAUD. Kiddo : Jurnal Pendidikan Islam Anak Usia Dini, 4(1). https://doi.org/10.19105/kiddo.v4i1.8397
Khadijah, & Amelia, N. (2020). Perkembangan Fisik Motorik Anak Usia Dini: Teori dan Praktik. Prenada Media.
Laksana, D. N. L., Dhiu, K. D., Jau, M. Y., & Ngonu, M. R. (2019). Developing Early Childhood Cognitive Aspects Based on Anderson and Krathwohl’s Taxonomy. JPI (Jurnal Pendidikan Indonesia), 8(2), Article 2. https://doi.org/10.23887/jpi-undiksha.v8i2.19481
Lee, J., & Junoh, J. (2019). Implementing Unplugged Coding Activities in Early Childhood Classrooms. Early Childhood Education Journal, 47(6), 709–716. https://doi.org/10.1007/s10643-019-00967-z
Lombardi, G. (2022). The Role of Unplugged Coding Activity in Developing Computational Thinking in Ages 6-11. In Research Anthology on Computational Thinking, Programming, and Robotics in the Classroom (Vol. 1, pp. 309–325). https://doi.org/10.4018/978-1-6684-2411-7.ch015
Matthews, S. J. (2020). PDCunplugged: A free repository of unplugged parallel distributed computing activities. 2020 IEEE International Parallel and Distributed Processing Symposium Workshops (IPDPSW), New Orleans, 284–291. https://doi.org/10.1109/IPDPSW50202.2020.00060
Mawardi, A. V., Yanti, A. W., & Arrifadah, Y. (2020). Analisis Proses Berpikir Siswa dalam Menyelesaikan Soal HOTS Ditinjau dari Gaya Kognitif. JRPM (Jurnal Review Pembelajaran Matematika), 5(1), 40–52. https://doi.org/10.15642/jrpm.2020.5.1.40-52
Metin, S. (2022). Activity-based unplugged coding during the preschool period. In International Journal of Technology and Design Education (Vol. 32, Issue 1, pp. 149–165). https://doi.org/10.1007/s10798-020-09616-8
Munasinghe, B. (2023). Programming unplugged: Insights from theoretical models and teacher experiences. ir.canterbury.ac.nz. https://ir.canterbury.ac.nz/handle/10092/105219
Mutoharoh, Hufad, A., Faturrohman, M., & Rusdiyani, I. (2021). Unplugged Coding Activities for Early Childhood Problem-Solving Skills. Jurnal Pendidikan Usia Dini, 15(1), Article 1. https://doi.org/10.21009/JPUD.151.07
Noorhapizah, Jalal, N. M., Safiah, I., Saryanto, Dhiu, K. D., Sanjayanti, N. P. A. H., Akbar, A., Rame, T., Meka, M., Tabroni, I., & Makmur. (2022). Teori Perkembangan Peserta Didik. Yayasan Penerbit Muhammad Zaini.
Nugroho, I. H., Lestariningrum, A., & Usman, J. (2021). Analysis of Motor and Cognitive Development in Early Childhood by Gender and Learning Styles Through Drawing and Coloring Activity. Jurnal Ilmiah Potensia, 6(2), Article 2. https://doi.org/10.33369/jip.6.2.109-108
Nursalim, N. (2020). Literatur Review: Meningkatkan Kemampuan Kognitif dan Kemampuan Berbahasa Anak di Taman Kanak-Kanak. KINDERGARTEN: Journal of Islamic Early Childhood Education, 3(2), Article 2. https://doi.org/10.24014/kjiece.v3i2.17495
Rahayu, A. K., Muliasari, D. N., & Halimah, L. (2022). Improving Early Childhood English Speaking Ability through Storyreading Method. Indonesian Journal of Early Childhood Education Studies, 11(1), Article 1. https://doi.org/10.15294/ijeces.v11i1.51268
Ratnadi, N. N. A., Marleni, K. D., & Arlinayanti, K. D. (2021). The Snakes and Ladder on Speaking Ability in Children 5-6 Years. JL3T (Journal of Linguistics, Literature and Language Teaching), 7(2), Article 2. https://doi.org/10.32505/jl3t.v7i2.3286
Romero, M., Viéville, T., & Duflot-Kremer, M. (2022). Activity for learning computational thinking in plugged and unplugged mode [Report, UCA - INSPE Académie de Nice]. https://hal.science/hal-03793719
Rosmala, D., Hidayati, A. N., & Abdullah, F. (2021). Early Language Development of a Child with Expressive Language Disorder: A Parents’ Narration. J-SHMIC : Journal of English for Academic, 8(1), Article 1. https://doi.org/10.25299/jshmic.2021.vol8(1).6305
Rukanah, R., Farihatin, Y., & Fitriani, Y. D. (2024). Change Of Language Development With Finger Puppets Stimulation In Children’s Preschool. Journal of Vocational Nursing. https://e-journal.unair.ac.id/JoViN/article/view/39430
Solichah, N., Solehah, H. Y., & Hikam, R. (2022). Persepsi Serta Peran Orang Tua dan Guru terhadap Pentingnya Stimulasi Literasi pada Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(5), 3931–3943. https://doi.org/10.31004/obsesi.v6i5.2453
Sugiyono. (2017). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. CV. Alfabeta.
Surur, M., Degeng, M., Setyosari, I., & Kuswandi, P. (2020). The Effect of Problem-Based Learning Strategies and Cognitive Styles on Junior High School Students’ Problem-Solving Abilities. International Journal of Instruction, 13. https://doi.org/10.29333/iji.2020.1343a
Usman, M. (2015). Perkembangan Bahasa dalam Bermain dan Permainan: : Untuk Pendidikan Anak Usia Dini. Deepublish.
Warni, W., Afria, R., Izar, J., & Harahap, M. S. (2023). The Stages and Development of First Language Acquisition on Children 1,6 Years Old. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 7(2), Article 2. https://doi.org/10.31004/obsesi.v7i2.3310
Zhan, Z., He, W., Yi, X., & Ma, S. (2022). Effect of Unplugged Programming Teaching Aids on Children’s Computational Thinking and Classroom Interaction: With Respect to Piaget’s Four Stages Theory. Journal of Educational Computing Research, 60(5), 1277–1300. https://doi.org/10.1177/07356331211057143
Ambarita, J., Yuniati, E., & Purnamasari, I. (2021). Problematika Orang Tua dalam Menjalankan Perannya sebagai Guru Bagi Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(3), 1819–1833. https://doi.org/10.31004/obsesi.v6i3.1358
Aprilia, N. C., Sunardi, S., & Trapsilasiwi, D. (2017). Proses Berpikir Siswa Gaya Kognitif Reflektif dan Impulsif dalam Memecahkan Masalah Matematika di Kelas VII SMPN 11 Jember. Jurnal Edukasi, 2(3), 31–37. https://doi.org/10.19184/jukasi.v2i3.6049
Chen, P., Yang, D., Metwally, A. H. S., Lavonen, J., & Wang, X. (2023). Fostering computational thinking through unplugged activities: A systematic literature review and meta-analysis. International Journal of STEM Education, 10(1), 47. https://doi.org/10.1186/s40594-023-00434-7
de Mello, C. B., da Silva Gusmão Cardoso, T., & Alves, M. V. C. (2023). Social Cognition Development and Socioaffective Dysfunction in Childhood and Adolescence. In P. S. Boggio, T. S. H. Wingenbach, M. L. da Silveira Coêlho, W. E. Comfort, L. Murrins Marques, & M. V. C. Alves (Eds.), Social and Affective Neuroscience of Everyday Human Interaction: From Theory to Methodology. Springer. http://www.ncbi.nlm.nih.gov/books/NBK595463/
Elya, M. H., Nadiroh, N., & Nurani, Y. (2019). Pengaruh Metode Bercerita dan Gaya Belajar terhadap Kemampuan Berbicara Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 4(1), Article 1. https://doi.org/10.31004/obsesi.v4i1.326
Ernaeni, E., Herpratiwi, H., & Sukirlan, M. (2023). Development of Image Series Media in Text Descriptive to Improve English Speaking Skills. Jurnal Teknologi Pendidikan : Jurnal Penelitian Dan Pengembangan Pembelajaran, 8(3), 521–529. https://doi.org/10.33394/jtp.v8i3.7432
Fadhli, M., Brick, B., Setyosari, P., Ulfa, S., & Kuswandi, D. (2020). A Meta-Analysis of Selected Studies on the Effectiveness of Gamification Method for Children. International Journal of Instruction, 13(1), 845–854.
Fauziah, S. (2018). Berbicara Sebagai Suatu Keterampilan Berbahasa. Al-MUNZIR, 10(2), 298–319. https://doi.org/10.31332/am.v10i2.812
Firdayani, T. (2022). Fenomena Tuntutan Orang Tua PAUD Di Masa Tatap Muka Terbatas: Membaca Pada Anak Usia Dini. PERNIK : Jurnal Pendidikan Anak Usia Dini, 5(2), 54–62. https://doi.org/10.31851/pernik.v5i2.8034
Guisande, M. A., Tinajero, C., Cadaveira, F., & Paramo, M. F. (2012). Attention and visuospatial abilities: A neuropsychological approach in field-dependent and field-independent school children/Pozornost a zrakovo-priestorove schopnosti: neuropsychologicky pristup u ziakov Zavislych a nezavislych od pol’a. Studia Psychologica: Journal for Basic Research in Psychological Sciences, 54(2), 83–95.
H, Y. (2018). Meningkatkan Kemampuan Berbicara Melalui Metode Bercakap-Cakap Dengan Gambar Seri Pada Anak di Kelompok B TK Negeri Pembina Kota Tasikmalaya. JURNAL PAUD AGAPEDIA, 2(2), Article 2. https://doi.org/10.17509/jpa.v2i2.24540
Hasanah, A., & Muryanti, E. (2019). Pengaruh Penggunaan Media Diorama terhadap Perkembangan Kemampuan Motorik Halus Anak Usia Dini. Aulad: Journal on Early Childhood, 2(2), Article 2. https://doi.org/10.31004/aulad.v2i2.29
He, X., & Li, Y. (2023). Effect of learning methods and cognitive characteristics on preschoolers’ online English attainment. Education and Information Technologies, 28(9), 11713–11731. https://doi.org/10.1007/s10639-022-11551-1
Heikkilä, M., & Mannila, L. (2018). Debugging in Programming as a Multimodal Practice in Early Childhood Education Settings. Multimodal Technologies and Interaction, 2(3), Article 3. https://doi.org/10.3390/mti2030042
Ismawaty, Q. (2023). Persepsi Orang Tua Tentang PAUD dan Motivasi Menyekolahkan Anak di Lembaga PAUD. Kiddo : Jurnal Pendidikan Islam Anak Usia Dini, 4(1). https://doi.org/10.19105/kiddo.v4i1.8397
Khadijah, & Amelia, N. (2020). Perkembangan Fisik Motorik Anak Usia Dini: Teori dan Praktik. Prenada Media.
Laksana, D. N. L., Dhiu, K. D., Jau, M. Y., & Ngonu, M. R. (2019). Developing Early Childhood Cognitive Aspects Based on Anderson and Krathwohl’s Taxonomy. JPI (Jurnal Pendidikan Indonesia), 8(2), Article 2. https://doi.org/10.23887/jpi-undiksha.v8i2.19481
Lee, J., & Junoh, J. (2019). Implementing Unplugged Coding Activities in Early Childhood Classrooms. Early Childhood Education Journal, 47(6), 709–716. https://doi.org/10.1007/s10643-019-00967-z
Lombardi, G. (2022). The Role of Unplugged Coding Activity in Developing Computational Thinking in Ages 6-11. In Research Anthology on Computational Thinking, Programming, and Robotics in the Classroom (Vol. 1, pp. 309–325). https://doi.org/10.4018/978-1-6684-2411-7.ch015
Matthews, S. J. (2020). PDCunplugged: A free repository of unplugged parallel distributed computing activities. 2020 IEEE International Parallel and Distributed Processing Symposium Workshops (IPDPSW), New Orleans, 284–291. https://doi.org/10.1109/IPDPSW50202.2020.00060
Mawardi, A. V., Yanti, A. W., & Arrifadah, Y. (2020). Analisis Proses Berpikir Siswa dalam Menyelesaikan Soal HOTS Ditinjau dari Gaya Kognitif. JRPM (Jurnal Review Pembelajaran Matematika), 5(1), 40–52. https://doi.org/10.15642/jrpm.2020.5.1.40-52
Metin, S. (2022). Activity-based unplugged coding during the preschool period. In International Journal of Technology and Design Education (Vol. 32, Issue 1, pp. 149–165). https://doi.org/10.1007/s10798-020-09616-8
Munasinghe, B. (2023). Programming unplugged: Insights from theoretical models and teacher experiences. ir.canterbury.ac.nz. https://ir.canterbury.ac.nz/handle/10092/105219
Mutoharoh, Hufad, A., Faturrohman, M., & Rusdiyani, I. (2021). Unplugged Coding Activities for Early Childhood Problem-Solving Skills. Jurnal Pendidikan Usia Dini, 15(1), Article 1. https://doi.org/10.21009/JPUD.151.07
Noorhapizah, Jalal, N. M., Safiah, I., Saryanto, Dhiu, K. D., Sanjayanti, N. P. A. H., Akbar, A., Rame, T., Meka, M., Tabroni, I., & Makmur. (2022). Teori Perkembangan Peserta Didik. Yayasan Penerbit Muhammad Zaini.
Nugroho, I. H., Lestariningrum, A., & Usman, J. (2021). Analysis of Motor and Cognitive Development in Early Childhood by Gender and Learning Styles Through Drawing and Coloring Activity. Jurnal Ilmiah Potensia, 6(2), Article 2. https://doi.org/10.33369/jip.6.2.109-108
Nursalim, N. (2020). Literatur Review: Meningkatkan Kemampuan Kognitif dan Kemampuan Berbahasa Anak di Taman Kanak-Kanak. KINDERGARTEN: Journal of Islamic Early Childhood Education, 3(2), Article 2. https://doi.org/10.24014/kjiece.v3i2.17495
Rahayu, A. K., Muliasari, D. N., & Halimah, L. (2022). Improving Early Childhood English Speaking Ability through Storyreading Method. Indonesian Journal of Early Childhood Education Studies, 11(1), Article 1. https://doi.org/10.15294/ijeces.v11i1.51268
Ratnadi, N. N. A., Marleni, K. D., & Arlinayanti, K. D. (2021). The Snakes and Ladder on Speaking Ability in Children 5-6 Years. JL3T (Journal of Linguistics, Literature and Language Teaching), 7(2), Article 2. https://doi.org/10.32505/jl3t.v7i2.3286
Romero, M., Viéville, T., & Duflot-Kremer, M. (2022). Activity for learning computational thinking in plugged and unplugged mode [Report, UCA - INSPE Académie de Nice]. https://hal.science/hal-03793719
Rosmala, D., Hidayati, A. N., & Abdullah, F. (2021). Early Language Development of a Child with Expressive Language Disorder: A Parents’ Narration. J-SHMIC : Journal of English for Academic, 8(1), Article 1. https://doi.org/10.25299/jshmic.2021.vol8(1).6305
Rukanah, R., Farihatin, Y., & Fitriani, Y. D. (2024). Change Of Language Development With Finger Puppets Stimulation In Children’s Preschool. Journal of Vocational Nursing. https://e-journal.unair.ac.id/JoViN/article/view/39430
Solichah, N., Solehah, H. Y., & Hikam, R. (2022). Persepsi Serta Peran Orang Tua dan Guru terhadap Pentingnya Stimulasi Literasi pada Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(5), 3931–3943. https://doi.org/10.31004/obsesi.v6i5.2453
Sugiyono. (2017). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. CV. Alfabeta.
Surur, M., Degeng, M., Setyosari, I., & Kuswandi, P. (2020). The Effect of Problem-Based Learning Strategies and Cognitive Styles on Junior High School Students’ Problem-Solving Abilities. International Journal of Instruction, 13. https://doi.org/10.29333/iji.2020.1343a
Usman, M. (2015). Perkembangan Bahasa dalam Bermain dan Permainan: : Untuk Pendidikan Anak Usia Dini. Deepublish.
Warni, W., Afria, R., Izar, J., & Harahap, M. S. (2023). The Stages and Development of First Language Acquisition on Children 1,6 Years Old. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 7(2), Article 2. https://doi.org/10.31004/obsesi.v7i2.3310
Zhan, Z., He, W., Yi, X., & Ma, S. (2022). Effect of Unplugged Programming Teaching Aids on Children’s Computational Thinking and Classroom Interaction: With Respect to Piaget’s Four Stages Theory. Journal of Educational Computing Research, 60(5), 1277–1300. https://doi.org/10.1177/07356331211057143
Published
2024-05-16
How to Cite
Setyo Dewi, Y., Degeng, I. N., Cahyono, B., Ulfa, S., & Sailaja, S. (2024). Unplugged Activity and Cognitive Style on The Speaking Abilities of Early Children. QALAMUNA: Jurnal Pendidikan, Sosial, Dan Agama, 16(1), 337-348. https://doi.org/10.37680/qalamuna.v16i1.4895
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Articles
Copyright (c) 2024 Yuli Ani Setyo Dewi, I Nyoman Sudana Degeng, Bambang Yudi Cahyono, Saida Ulfa, S. V. Sailaja
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