Past and present: Improving early childhood visual spatial abilities through traditional game cengkling

Abstract

Pandemic covid-19 started at the end of 2019 in China, spread to all countries in the world impacted in all aspects of human life, including education. Distance learning has become a solution to maintain education for students (Tadesse & Muluye, 2020). In distance learning, the role of parents is more complex, especially for early childhood education. Parents' involvement is needed to conduct learning at home, supervise the learning process, and even more assess the learning outcome designed by the teacher (Solekhah, 2020). Therefore, the Government of Indonesia developed various forms of online learning focus on communication between teachers, students, and parents using unsophisticated equipment. When conducting the learning process at home, parents may use any equipment to stimulate their abilities, including visual spatial abilities.Visual spatial abilities are essential for children. Visual spatial abilities are an essential predictor in STEM (Science, Technology, Engineer and Math) achievement and career (Uttal & Cohen, 2012;Uttal et al., 2013). Individuals with visual spatial abilities will succeed in engineering and physical disciplines such as architecture, physics, chemistry, dentistry, medicine, and medical surgery in the future (Wai, Lubinski, & Benbow, 2009). Furthermore, visual spatial proficiency is also related to remarkable victories in several fields, including trade such as craftsmen, positions in specific industries, surveyors, drafters, map makers (Shea, Lubinski, &Benbow, 2001), and musicians (Hetland, 2000). Therefore every child is expected to have visual spatial abilities to welcome the industrial revolution 4.0, which required technological proficiency (Ekawati & Saputra, 2019).

Keefektifan Model Pembelajaran Nobangan terhadap Nilai Kerja Sama Siswa Sekolah Dasar

“…Hal lain yang harus diperhatikan dalam mengadakan unsur permainan dalam pembelajaran yaitu harus memenuhi syarat-syarat tertentu. Saputra & Ekawati (2021) menjelaskan bahwa setiap bentuk permainan merupakan hak anak, namun tentu memiliki syarat, misalnya tidak berbahaya, sukarela meningkatkan kemampuan eksplorasi anak dan interaksi sosial, mendukung kemampuan emosional, atau dengan kata lain mendukung pertumbuhan dan perkembangan anak.…”