CHANGES IN KINDERGARTEN CHILDREN'S SOCIAL SKILLS FOLLOWING GROUP TRADITIONAL GAMES: A ONE-GROUP PRETEST–POSTTEST STUDY
Abstract
Abstrak
Keterampilan sosial anak taman kanak-kanak sering belum berkembang optimal. Penelitian ini mendeskripsikan perubahan skor keterampilan sosial anak setelah kegiatan permainan tradisional kelompok di TK Mutiara Agam, Kecamatan Tanjung Mutiara. Penelitian menggunakan desain pra-eksperimen one-group pretest-posttest dengan sepuluh anak berusia 5 tahun 2 bulan sampai 5 tahun 6 bulan. Tindakan berupa satu sesi permainan ular naga dan gobak sodor (galah panjang) selama sekitar 60 menit; pre-test dilakukan pada 7 Oktober 2026 dan post-test pada 8 Oktober 2026. Guru kelas menilai setiap anak dengan angket observasi 20 butir dalam lima dimensi. Rata-rata skor naik dari 46,00 menjadi 66,00, dengan selisih rata-rata 20,00 poin (IK 95% 16,05–23,95), t(9) = 11,46, p < 0,001, dan dz = 3,62 (IK 95% 1,86–5,37). Skor seluruh anak dan kelima dimensi meningkat, dan hasil tetap sama ketika satu pasangan data yang dicocokkan tanpa nama dikeluarkan. Namun, ketiadaan kelompok pembanding, satu sesi tindakan, jarak pengukuran satu hari, dan penilai tunggal yang juga memimpin kegiatan membuat perubahan ini belum dapat ditafsirkan sebagai pengaruh kausal. Temuan ini merupakan bukti pendahuluan yang perlu diuji lebih lanjut dengan kelompok pembanding dan pengamat independen.
Kata Kunci: Permainan Tradisional Kelompok; Keterampilan Sosial; Anak Prasekolah; Bermain Kooperatif; Studi Pretest–Posttest
Abstract
Kindergarten children's social skills are often not yet optimally developed. This study describes changes in children's social skills scores following group traditional games at TK Mutiara Agam, Tanjung Mutiara District. A one-group pretest–posttest pre-experimental design was used with ten children aged 5 years 2 months to 5 years 6 months. The activity was one session of about 60 minutes in which the children played ular naga and gobak sodor (galah panjang); the pre-test was conducted on 7 October 2026 and the post-test on 8 October 2026. The class teacher rated each child with a 20-item, five-dimension observation questionnaire. The mean score increased from 46.00 to 66.00, a mean change of 20.00 points (95% CI 16.05–23.95), t(9) = 11.46, p < .001, dz = 3.62 (95% CI 1.86–5.37). Scores increased for every child and in all five dimensions, and the result held when one pair matched without a name was excluded. However, the absence of a comparison group, the single session, the one-day interval, and a single rater who also led the activity mean that the change cannot be interpreted as a causal effect. The findings are preliminary and require testing with a comparison group and independent observers.
Keywords: traditional group games; social skills; preschool children; cooperative play; pretest–posttest study
References
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