Update Artikelilmiah: 51983

WULAN ANUGRAH PAUJI SALAM

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Abstrak (Bhs. Indonesia)

Latar Belakang: Perkembangan motorik kasar, motorik halus, sosial, dan emosional anak usia dini perlu distimulasi secara optimal melalui media pembelajaran yang tepat. Namun, keterbatasan kegiatan pembelajaran yang mampu menstimulasi keempat aspek tersebut secara terpadu mendorong perlunya media stimulasi alternatif. Penelitian ini bertujuan mengembangkan desain Smart Stimulation Mat  (SSM) sebagai media stimulasi untuk meningkatkan perkembangan motorik kasar, motorik halus, sosial dan emosional anak prasekolah di TK inklusif. Metode: Penelitian ini menggunakan metode Research and Development (R&D) dengan dua tahap. Tahap pertama adalah pengembangan media belajar Smart Stimulation Mat  (SSM) dengan model ADDIE, dengan melakukan uji CVI dan ICC. Tahap kedua menggunakan desain quasi-experimental pre-post control group. Sampel sebanyak 62 anak prasekolah dipilih menggunakan consecutive sampling yang terbagi atas 2 kelompok intervensi (n=31) dan kontrol (n=31). Penelitian dilakukan selama 4 minggu. Data dianalisis menggunakan, Wilcoxon-test dan Mann-Whitney U.Hasil: Uji validity Smart Stimulation Mat  (SSM) dengan nilai S-CVI/UA=1 menunjukan validitas sangattinggi, dengan nilai kesepakatan antar rater sebesar 0.860 yang berarti baik, hasil kuesioner SUS sebesar 92,5 artinya layak digunakan. Hasil terdapat perbedaan bermakna terhadap perkembangan motorik kasar, motorik halus, sosial dan emosional sebelum dan sesudah intervensi pada kelompok intervensi yang diberikan Smart Stimulation Mat  (SSM) dengan nilai (p <0.05). sedangkan pada kelompok kontrol tidak ada perbedaan bermakna terhadap peningkatan motorik kasar, motorik halus, sosial dan emosional (p >0.05). Hasil uji Mann-Whitney U menyatakan terdapat perbedaan bermakna terhadap peningkatan perkembangan motorik kasar, motorik halus, sosial dan emosional antar kelompok intervensi dan kontrol dengan nilai p value <0.001. Kesimpulan: ada perbedaan bermakna terhadap perkembangan motorik kasar, motorik halus, sosial dan emosional antar kelompok intervensi dan kontrol.

Abtrak (Bhs. Inggris)

Background: The development of gross motor skills, fine motor skills, social skills, and emotional skills in early childhood needs to be optimally stimulated through appropriate learning media. However, the limitations of learning activities that are able to stimulate all four aspects in an integrated manner necessitate the use of alternative stimulation media. This study aims to develop a Smart Stimulation Mat  (SSM) design as a stimulation medium to improve the gross motor, fine motor, social, and emotional development of preschool children in inclusive kindergartens. Method: This study used a two-stage Research and Development (R&D) method. The first stage was the development of a Smart Stimulation Mat  (SSM) learning medium using the ADDIE model, with CVI and ICC tests. The second stage used a quasi-experimental pre-post control group design. A sample of 62 preschool children was selected using consecutive sampling, divided into two groups: intervention (n=31) and control (n=31). The study was conducted over a period of four weeks. Data were analyzed using the Wilcoxon test and Mann-Whitney U test. Results: The validity test of the Smart Stimulation Mat  (SSM) with an S-CVI/UA value of 1 showed very high validity, with an inter-rater agreement value of 0.860, which is good, and a SUS questionnaire score of 92.5, which means it is suitable for use. The results show a significant difference in gross motor, fine motor, social, and emotional development before and after intervention in the intervention group given the Smart Stimulation Mat  (SSM) with a value of (p <0.05). Meanwhile, in the control group, there was no significant difference in the improvement of gross motor, fine motor, social, and emotional development (p >0.05). The Mann-Whitney U test results showed a significant difference in the improvement of gross motor, fine motor, social, and emotional development between the intervention and control groups with a p value <0.001. Conclusion: There were significant differences in gross motor, fine motor, social, and emotional development between the intervention and control groups.

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