SYSTEMATIC LITERATURE REVIEW: EFEKTIVITAS MODEL PLAY-BASED LEARNING DALAM PENGEMBANGAN KOGNITIF ANAK USIA DINI

Khoirotin Khoirotin; Hibana Yusuf; Lailatu Rohmah

doi:10.35316/atthufulah.v5i2.7425

Authors

Khoirotin Khoirotin Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Sunan Kalijaga Yogyakarta
Hibana Yusuf Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Sunan Kalijaga Yogyakarta
Lailatu Rohmah Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Sunan Kalijaga Yogyakarta

DOI:

https://doi.org/10.35316/atthufulah.v5i2.7425

Keywords:

Play based learning model, Cognitive development, Early childhood

Abstract

This study aims to systematically examine the effectiveness of the play-based learning (PBL) model in early childhood cognitive development. Given the importance of early childhood as a golden period of brain development, the PBL approach is considered increasingly relevant because it is able to stimulate children's thinking through fun, active and meaningful learning experiences. This study used the Systematic Literature Review (SLR) method with the PRISMA approach to search, select and analyze scientific articles published between 2020 and 2025. A total of 30 selected articles were thematically analyzed to identify trends, key findings, and research gaps related to this topic. The results showed that PBL is effective in improving various cognitive aspects of children, including logical thinking, problem solving, creativity, working memory and understanding of basic concepts. The learning media used is very diverse, ranging from traditional games, interactive digital media, to educational props. However, the implementation of PBL faces various challenges, such as limited teacher understanding, dominance of conventional methods, and lack of training and optimal learning environment support.In conclusion, PBL is not only aligned with child development theories (Piaget, Vygotsky, Bruner), but also has significant practical contributions in designing contextualized and adaptive learning. This study recommends strengthening teacher training, developing an activity-based curriculum, and collaboration between educators, parents, and policy makers to ensure the continued successful implementation of PBL in early childhood education.

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