PEMBELAJARAN BERBASIS PERMAINAN UNTUK PENGEMBANGAN LITERASI NUMERIK AWAL PADA ANAK PRASEKOLAH DENGAN GEJALA ADHD: STUDI KUASI-EKSPERIMEN DI TAMAN KANAK-KANAK
DOI:
https://doi.org/10.51878/teaching.v6i2.12459Keywords:
Pembelajaran Berbasis Permainan, Literasi Numerik Awal, ADHD, Pendidikan Prasekolah, Fungsi EksekutifAbstract
Preschool children exhibiting symptoms of Attention Deficit Hyperactivity Disorder (ADHD) face considerable challenges in developing early numerical literacy due to deficits in executive function, sustained attention, and response inhibition. This study aims to examine the effectiveness of a game-based learning (GBL) approach in enhancing early numerical literacy competencies among children aged 4-6 years displaying ADHD symptoms in a preschool setting. A quasi-experimental design with pre-test and post-test measurements was employed with a single treatment group (N = 18), selected through the Conners' Early Childhood Rating Scale (Conners EC). The intervention comprised 10 structured game sessions over five weeks, targeting five dimensions of early numerical literacy: number recognition, one-to-one correspondence, comparison and ordering, number decomposition, and informal arithmetic. Results indicate a mean gain score of 4.18 points (from 3.36 to 7.54 on a 10-point scale) with statistical significance of p < 0.01 across all measured dimensions. Behavioral observations further revealed a 55.6% increase in active engagement duration and a 50.0% improvement in task completion without distraction. These findings suggest that GBL, when designed with structured responsiveness to ADHD characteristics, constitutes an effective pedagogical approach for supporting early numerical development.
ABSTRAK
Anak prasekolah dengan gejala Attention Deficit Hyperactivity Disorder (ADHD) menghadapi tantangan signifikan dalam mengembangkan literasi numerik awal akibat defisit fungsi eksekutif, perhatian, dan inhibisi respons. Penelitian ini bertujuan menguji efektivitas pendekatan pembelajaran berbasis permainan (game-based learning/GBL) dalam meningkatkan kemampuan literasi numerik awal pada anak usia 4-6 tahun yang menunjukkan gejala ADHD di lingkungan prasekolah. Penelitian menggunakan desain kuasi-eksperimen dengan rancangan pre-test dan post-test pada satu kelompok perlakuan (N = 18) yang diseleksi melalui Conners' Early Childhood Rating Scale (Conners EC). Intervensi dilaksanakan dalam 10 sesi permainan terstruktur selama lima minggu yang mencakup lima dimensi literasi numerik: pengenalan angka, korespondensi satu-satu, komparasi dan urutan, dekomposisi angka, serta aritmatika informal. Hasil penelitian menunjukkan peningkatan rata-rata gain score sebesar 4,18 poin (dari 3,36 menjadi 7,54 pada skala 10) dengan nilai signifikansi p < 0,01 pada seluruh dimensi yang diukur. Selain itu, observasi perilaku menunjukkan peningkatan durasi keterlibatan aktif sebesar 55,6% dan kemampuan penyelesaian tugas tanpa distraksi sebesar 50,0%. Temuan ini mengindikasikan bahwa GBL yang dirancang secara terstruktur dan responsif terhadap karakteristik ADHD merupakan pendekatan efektif untuk mendukung perkembangan numerasi awal.
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