THE USE OF EDUCATIONAL PUZZLE GAMES TO STIMULATE THE COGNITIVE ABILITIES OF EARLY CHILDHOOD CHILDREN

Desi Ismawati; Maisyarah Maisyarah; Sitti Romlah; Nor Jamilah; Ismawati Ismawati; Abdus Salam

Authors

Desi Ismawati Sekolah Tinggi Agama Islam AlMujtama Pamekasan (69361), Indonesia
Maisyarah Maisyarah Sekolah Tinggi Agama Islam AlMujtama Pamekasan (69361), Indonesia
Sitti Romlah Sekolah Tinggi Agama Islam AlMujtama Pamekasan (69361), Indonesia
Nor Jamilah Sekolah Tinggi Agama Islam AlMujtama Pamekasan (69361), Indonesia
Ismawati Ismawati Sekolah Tinggi Agama Islam AlMujtama Pamekasan (69361), Indonesia
Abdus Salam Universitas Malaya (50603), Malaysia

Keywords:

educational games, puzzles, cognitive abilities, early childhood, cognitive stimulation

Abstract

Early childhood cognitive development requires stimulation through concrete, engaging learning experiences that are appropriate to children’s developmental characteristics. Educational puzzles are one type of learning media that can provide such experiences through activities involving searching, matching, assembling, and solving simple problems. This study aimed to analyze the use of educational puzzles in supporting the stimulation of cognitive abilities among young children at RA Nurul Mubtadiin. This study employed a descriptive qualitative approach involving a classroom teacher and 14 children participating in puzzle activities. Data were collected through observation, interviews, and documentation and were analyzed through data reduction, data presentation, and conclusion drawing. Data validity was established through method triangulation. The findings showed that the use of puzzles provided learning experiences related to learning and problem solving abilities, logical thinking, and symbolic thinking. These abilities were demonstrated through children’s activities in recognizing symbols, matching shapes and colors, sustaining attention, trying different alternatives, and solving simple problems. The implementation of the activities was supported by children’s enthusiasm, the availability of puzzle materials, and teacher guidance, while limited time, the number of available materials, and differences in children’s abilities were identified as inhibiting factors. Therefore, the use of puzzles needs to be adapted to children’s abilities, the level of difficulty of the materials, and the learning context, and should be accompanied by teacher guidance to meet children’s developmental needs and characteristics

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