View of The Influence of Lotto’s Color on Cognitive Development Preschool Age Childern (4-5 years old) in Purnama Karang Mekar Kindergarten Cimahi Tengah

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International Seminar on Global Health (ISGH) 2017 Stikes Jenderal Achmad Yani Cimahi

186

The Influence of Lotto’s Color on Cognitive Development Preschool Age Childern (4-5 years old) in Purnama Karang

Mekar Kindergarten Cimahi Tengah

1

Fauziah Rudhiati

^*

,

²

Rina Triana,

³

Ibrahim Noch Bolla

1,2,3

Stikes Jenderal Achmad Yani Cimahi ,E-mail: [email protected]

Abstract

Cognitive development is essential for stimulating as it can affect the learning process of the child in the future. For it is necessary the appropriate stimulation. Lotto's color is a visual media that is able to assist in improving aspects of cognitive development in recognize colors and shapes. The purpose of this research is to know the influence of color on the development of cognitive lotto. The type of design study using the quasy experiment one group pre-test post-test design. Sample selection technique using total sampling with a total of 24 students, with time data retrieval for 6 days.

Assessment of cognitive development is carried out using a questionnaire. This research uses developmental cognitive assessment instrument consists of 22 development of cognitive tasks.

Assessment of cognitive development using univariate analysis to get the average value before the given stimulation lotto results from 12.96. Bivariate analysis to get average results after interventions Lotto‘s Color with 16.54 results. Data processing using the T-test statistic test results with the dependent score of cognitive development after given lotto results obtained color p. value 0.001 < α (0.05). Recommended Lotto‘s Color can be used to enhance cognitive learning media on children.

Key words: cognitive development, lotto's color, pre school age Introduction

Cognitive development is one aspect of human development related to understanding, namely all psychological processes related to how individuals learn and think about their environment (Desmita, 2013). Cognitive ability can make children be able to explore the surrounding circumstances through the senses so that with a knowledge that has been received will help the child to carry out his life and become a whole human being in the future (Susanto, 2011).

Learning media that can help children in improving aspects of cognitive development one of them is the media development of geometry and visual development. According to (Budiarto, 2000) the purpose of geometry learning is to develop logical thinking ability, develop spatial intuition, instill knowledge to support other materials and can read and interpret mathematical arguments. One of the learning media geometry for pre-school age children is the game of Lotto‘s Color.

In addition to the development of geometry, lotto‘s color is a visual media that is able to assist in improving aspects of cognitive development in getting to know the color and shape. In addition to color recognition, lotto‘s color media is very important in the learning process because the child is in concrete thinking (Suryaningrum, 2012). (Laris, 2014) states with the use of media lotto cognitive development of pre-school age children can increase. Previously the cognitive development of these children was in the range of 67.18% after intervention using Lotto‘s Color increased 19.75% to 86.93%.

Based on the preliminary study conducted by interview and observation method about cognitive development at Principal and teacher in TK Purnama Karang Mekar Cimahi, it is found that there are still many students who have to get special guidance when the learning process. Of the 51 students, there are only 10 students who quickly and accurately answer the teacher's questions about the various colors and shapes, some have difficulty answering and still need the help and direction of the teacher.

In addition, children also can not group the various colors and match the forms of geometry. Based on these data the researcher was interested to see the effect of Lotto‘s Color game on cognitive

development of students in TK Purnama Karang Mekar Cimahi

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187 Method

The design used in this study is one group pre-test and post-test. In this design, there is no comparison (control) group but has done the first observation (pre-test) that allows testing the changes that occurred after the experiment (Notoatmodjo, 2012). The shape of the design are as follows:

Pretest Intervention Posttest

Fig 1. Design study quasy experimental one group pre test and post test design Description :

a. : cognitive development before intervention

X : Intervention of lotto‘s color is given as 6 times in 6 times b. : Cognitive development after the given the intervention of lotto‘s color

The population in this study were all students of class A (age 4-5 years) in TK Purnama Karang Mekar Cimahi Tengah which amounted to 24 students. Sampling technique in this study using total sampling technique, the technique of determining the sample by taking all members of the population as respondents or samples (Sugiyono, 2012). So the sample of this research amounted to 24 students.

Data collection in this study was conducted for 1 week starting from respondent selection to post- test appraisal. A pre-test was conducted to determine the cognitive development of all respondents before being given intervention. At the intervention stage, the researchers provide intervention or treatment in the form of an educative game that is lotto color with duration of approximately 10 minutes in one time per day. Intervention as much as 6 times for 1 week starting from May 19 until May 27, 2017. The implementation of color lotto game done in class A and performed simultaneously.

The research instrument used in this study is a questionnaire developed by researchers based on cognitive ability guidance of children aged 4-5 years in according (Sujiono, 2011). In the research instrument used in this research, there are 22 items of geometry and visual development question that is choosing objects according to their color, shape and size, matching objects according to their color, shape and size, comparing objects according to their size big, small, long, wide, high, low . Understand and use a language of size such as large, high-low, long-short, calling objects that exist on the class according to the shape of geometry, imitating the forms of geometry, calling, showing and classifying rectangles. The data onto this study are normally distributed so that the data is processed using a different test. The two dependent means are used to test the mean difference between two dependent data groups (the same subject is measured twice) (Riyanto, 2011).

Results

The results will be presented in the following tables:

Table 1. Overview of Cognitive Development Score Before Prior to Lotto’s Color Intervention in TK Purnama Karang Mekar Cimahi Tengah Year 2017

Pre Test

Mean SD Min-Max 95% CI

12,96 2,404 9-18 11,94-

13,97

Table 1 above shows the results that obtained the average score of child cognitive development before the lotto color intervention is 12,96 with standard deviation 2,404. The table above shows that the lowest cognitive development scoop is 9 and the highest cognitive development score is 18 with the confidence interval (CI) value is 11.94-13.97.

02 01 X

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188 Table 2 Overview of Cognitive Development Score After the Lotto Color Intervention in

TK Purnama Karang Mekar Cimahi Tengah 2017

Post Test

Mean SD Min-

Max

16,54 1,532 14-

20

95%

CI 15,89- 17,19

Table 2 above shows the results that obtained the average score of cognitive development score of children after given the lotto color intervention is 16.54 with standard deviation 1.532. The table above shows that the lowest cognitive development score is 14 and the highest cognitive development score is 20 with the confidence interval (CI) value is 15.89-17.19.

Table 3 Differences of Cognitive Development Scores Before and After Lotto Color Intervention in TK Purnama Karang Mekar Cimahi Tengah Year 2017

Cognitive Developmental Score

Penilaian Mean SD SE Min-Max P.value

Pre Test 12,96 2,404 0,491 9-18

Post 1 1 0 14-

Test 6 , , 20 0,001

, 5 3

5 3 1

4 2 3

Discussion

The change of respondent score in this research varies. Scores obtained by 3 respondents experienced an increase of 2 points, 7 respondents experienced an increase of 3 points, 5 respondents experienced an increase of 4 points, 4 respondents experienced an increase of 5 points, 4 respondents experienced an increase of 6 points. There are also respondents who did not change the score before and after the intervention but the score is high enough that is 18 points from 22 points.

The results showed an increase in the score of cognitive development after given the lotto intervention of color and shape, this is in accordance with what has been conveyed by (Sujiono, 2011) which states that the lotto of color and shape can stimulate the development of cognitive nerves of children, able to develop the ability of children in solving a problem, can establish cooperation and socialize with friends of his group, able to develop the education of members of the body either hands, fingers or eyes, able to develop the ability of children in distinguishing colors and that is in the media lotto (train intellectual).

Lotto color is a game for children aged 4 years and over made from plywood or duplex consisting of lotto board measuring 17.5 cm x 17.5 cm and 9 lotto cards consisting of 9 kinds of colors. The media has an important role in the learning process, especially in the learning activities for pre-school age children. The word media is derived from the Latin and is the plural of the word

"Medium" which literally means "intermediary" ie the intermediary of the message source with the message recipient (Eliyawati, 2014).

Physical knowledge is constructed by the child using the association between the object and the treatment given to the object, so it takes the interaction of the child with the object so that the physical knowledge can be received by the child well. Children learn things from simple to more complex concepts. This supports the opinion of (Sujiono, 2011) that the first developed physical knowledge for children is the introduction of color, graded, ranging from primary colors (red, yellow and blue), secondary colors (green, purple and orange), tertiary colors white and black).

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189 The introduction of the concept of color is very important since the child is still in pre-school age stage because the various colors found children and children will learn according to different stages of development and difficulty. The definition of color can be divided into two namely subjectively (psychologically) and objectively (physically). It is subjectively interpreted as part of the sense experience of vision. While the objective color is defined as the result of the wavelength of light emitted (Soewignjo, 2013).

Stimulation of physical objects received by the child is expected to improve the development of children's knowledge about the concept of color that is included in the cognitive aspect. Cognitive development is the development of the mind, the mind is the part of the brain used for understanding, reasoning, knowledge, and understanding. Cognitive is often synonymous with the intellectual because, the process is much related to the various concepts that have been owned by the child and with regard to his ability to think in solving a problem. This is important because in the process of life, the child will face various problems to be solved. Solving problems from the simplest is a more complex step in the child, who previously needs to have the ability to find a way of solving it (Sujiono, 2011).

Based on Table 3 it is known that the average value of cognitive development score before the color lotto intervention of 12.96 with a standard deviation of 2.404, standard error 0.491, the lowest value 9 and the highest score 18. Meanwhile, the average score of cognitive development score after given lotto is 16.54 with a standard deviation of 1.532, standard error 0.313, the lowest value of 14 and the highest value of 20. Statistical test results using T-test dependent obtained P.value of 0.001. This means P.value <alpha (0,05), it can be concluded that there is a difference between cognitive development score before and after given lotto color intervention.

Conclusion

The conclusion that can be drawn from the results of this study is that in the process of development of pre-school age children should parents can provide stimulation appropriate to the child's development, whether on the aspects of motor development, cognitive, language, social- emotional. Stimulation plays an important role in the development process because it has a function to stimulate and explore the skills, abilities, and potential that exist in a child. The period of cognitive development accompanied by appropriate stimulation and age-appropriate children can improve and optimize the rate of development of the child. The rate of cognitive development of children can be increased by various stimulation and one of them is by giving stimulation media.

References

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