Children are individuals with great potential for development, and one of the developmental tasks that children need to master is social skills to adapt to everyday life (Rudi Hartono & A, 2022). The decline in children's social abilities is often associated with increased exposure to technology (Downey & Gibbs, 2020). However, proving this claim empirically is challenging due to the difficulties in measuring "social abilities" with certainty and the need for nationally representative data from various cohorts. Comparative research evaluating teachers' and parents' assessments of children's social skills in the Early Childhood Longitudinal Study cohorts of 1998 and 2010 did not provide evidence that teachers or parents rated face-to-face social abilities as declining in newer cohorts (Amato & Anthony, 2014). Family characteristics, screen time usage, and other factors have been considered. Children with heavy screen exposure show similar trajectories of social skills compared to children with minimal screen exposure (Jennings & DiPrete, 2010). However, there is an important exception - lower social skills are found in children who access online games and social networks frequently (Rendiyawati & Lestari, 2021). These findings challenge the dominant narrative that social skills decline due to technological changes.

The most crucial period for stimulating the growth and development of children is early childhood, where children are more receptive to various stimuli provided by the environment, and their curiosity is greater. One aspect of development that educators can foster is the social skills of young children. Social skills encompass a child's ability to communicate, cooperate, share, and participate in problem-solving according to the rules of society. Meanwhile, according to (Sudarmiani & Dkk, 2022), social skills are needed to live in a multicultural, democratic, and global society. Social skills include aspects related to oral and written communication and cooperation with others in large or small groups. Social competence enables children to express their opinions and emotions confidently. Furthermore, according to Hartup and Moore, if a 6-year-old child has not developed their social skills, they are at risk of problems (Sudarmiani & Dkk, 2022).

Social skills are crucial in a child's life and should be fostered early on. Children frequently interact with their environment, including their peers at school, and eventually with a wider range of individuals. Therefore, developing social skills is essential to help them effectively engage with others. In early childhood education institutions like TK Al-Fadlilah Yogyakarta, social skills can be cultivated through peer interactions, such as providing assistance and support to friends, demonstrating patience while waiting in line, and showing respect towards others. By developing good social skills, children also shape their character and cultivate positive social behavior for the future. Furthermore, strong social skills enable children to handle interpersonal issues more constructively, empathize with others' feelings, and collaborate effectively. To explore the power of hide-and-seek as a promising approach to fostering social skills development, TK Al-Fadlilah Yogyakarta aims to provide children with ample opportunities for meaningful social interactions (Kusumawati, 2022).

Hide and Seek is a popular traditional Indonesian game among children. This game involves a "seeker" who counts to ten and then tries to find the other hiding players. The first player found by the seeker becomes the next seeker (Goliah et al., 2022). The rules require the losing player to close their eyes and count while others hide. Additionally, there is a concept of a "home base" where players can be safe from being found if they touch it (Desmariani, 2020). Hide and Seek is not just a game but also a way for children to interact and learn about moral values (Lestiyanawati, 2017). This game trains social skills, makes children more active, helps them understand rules, and expands their knowledge of the surrounding environment. Furthermore, the game strengthens the body and mind, enhances memory and attentiveness, and develops cognitive and gross motor skills (Harahap et al., 2022). Playing Hide and Seek provides numerous educational benefits that support children's development in various aspects, such as physical, motor, cognitive, logical, mathematical, linguistic, religious, moral, social, emotional, and artistic domains (Yusti & Dewi, 2018).

After conducting an observational study at TK Al-Fadlilah in Yogyakarta, researchers identified issues with the social skills of early childhood students. Among the 28 children in group A, 20 continued to experience difficulties with social skills, such as playing with peers, sharing learning materials, and lacking cooperation during play. The primary reason behind these problems was the teachers' repetitive use of the same teaching media, which caused the children to become indifferent and bored. Additionally, the prevalent issue of gadget addiction in society has significantly impacted children's overall development. The rapid proliferation of technology exposes children to a wide range of new information and expands their view of the world. Although it is acknowledged that certain online games can be educational, gadgets have substantial effects on children's physical, social, and emotional well-being. In light of these findings, the researchers introduced an enjoyable game, Hide and Seek, as a potential solution. Hide and Seek is a well-known traditional game in Indonesia that involves searching for hiding friends. At least two people can play it, and it is typically played outdoors. This game has gained popularity in Indonesia and worldwide and continues to be enjoyed by individuals of all ages, including children, teenagers, adults, and even older individuals. Hide and Seek has become familiar to the general public through its depiction in digital games, dramas, movies, and even video games. (Nursyabani, 2021).

According to previous research conducted by Wardatun Nafisah, Hide and Seek can also shape students' democratic character, yielding a significant result of 2,301 (Nafisah, 2016). Furthermore, Ana Istiana Yamani's research indicates that Hide and Seek can enhance gross motor skills in group B children, scoring 86.3% (Istiana, 2016). Dian Puspita Sari et al. stated that Hide and Seek could improve gross motor skills. Meanwhile, according to Alif Laini, Hide and Seek can enhance the development of gross motor skills in children, obtaining a score of 82.14 (Laini, 2020). In another study, Hide and Seek assisted language learning for young children, indicating its significant benefits in supporting the development of various aspects in children, including physical, motoric, language, and social skills (Lestiyanawati, 2017). Another research conducted by (Wahyuni et al., 2019) explored that the traditional game of Hide and Seek carries educational values that greatly contribute to character development in early childhood. These studies have shown the significant impact of Hide and Seek on students' development, particularly in the context of basic education. However, there is controversy regarding the extent to which Hide and Seek influences the development of children's social skills.

To date, no research explicitly explores the potential of Hide and Seek in advancing children's social skills. Previous studies have focused on other aspects of child development, such as motor skills and language. Nevertheless, the impact of Hide and Seek on children's social development remains insufficiently explored and well-defined, leaving a knowledge gap that needs to be addressed in this field of study. Furthermore, although previous research acknowledges the importance of Hide and Seek in shaping democratic character and promoting character education values, a more in-depth exploration of how this game can promote children's social skills has not been conducted. Therefore, this paper focuses on exploring the potential of Hide and Seek as a promising approach to foster the development of social skills in children at TK Al-Fadlilah, Yogyakarta.

This research employs a quantitative method with an experimental approach. Using a quantitative method with an experimental approach is necessary to test a hypothesis regarding the relationship between the traditional hide-and-seek game and early childhood social skills. The steps in this research include formulating the research objectives, determining the research design, selecting the sampling technique, determining the data collection technique, and finally, selecting the data analysis technique. The research design used is the Pre Experimental One Group Pretest Post-test Design without a control group. This design compares two data sets before and after the treatment (Fajri, 2018). The sampling technique employed in this study is non-probability sampling with a saturated sample type. Non-probability sampling is a technique that does not provide equal chances for all population members to be included in the sample.

In contrast, a saturated sample type involves including all population members in the sample. This approach is employed when the population is small, typically less than 30 individuals. (Fijra & Rosyidah, 2021). The respondents in this study consist of 14 girls and 14 boys aged 4-5 years. The research subjects are 28 children from Group A at TK Al-Fadlilah Yogyakarta. The one-group pretest-posttest design can be illustrated as follows:

O₁ X O₂

Explanation :

O₁: Pretest Scorez

O₂: Post-test Score

The assessment instrument grid for the pretest and post-test of early childhood social skills, according to Permendikbud 137 of 2014, is as follows:

The assessment scale used in this study is the Guttman scale. This scale seeks definite answers, such as true-false or yes-no. The Guttman scale only has two answer intervals. The scoring criteria for this scale are as follows: if the respondent chooses "Yes," they receive a score of 1, whereas if the respondent chooses "No," they receive a score of 0 (Muljono & Djaali, 2018).

The data collection techniques in this research include questionnaires, interviews, and observations. The data analysis in this study involves content validity, reliability, normality, and the Wilcoxon Signed Rank Test as a hypothesis test. The Wilcoxon Signed Rank Test is a non-parametric test that does not assume a normal distribution. It serves as an alternative to the t-test (Febri, 2014)

The decision criterion for the Wilcoxon Signed Rank Test is as follows: if the p-value exceeds the critical value r_table, the null hypothesis H_o is rejected. Conversely, if the p-value is smaller than the critical value r_table, the null hypothesis H_o is accepted (Singgih, 2018).

Early childhood social skills are a child's ability to communicate, cooperate, share, and participate in problem-solving according to societal rules. These skills can be enhanced through a game of hide-and-seek, which several children play. In this game, the teacher is a facilitator, providing guidance and examples to the children. The emphasis is placed on the active participation of the children in developing early social skills. This game was implemented at TK Al Fadlilah and resulted in noticeable improvement. The post-test results indicate that each child increased their scores, demonstrating the effectiveness of hide-and-seek in fostering social skills development. Data analysis shows that out of 28 children, 27 obtained an average score, while one obtained a low score.

The repeated implementation of hide-and-seek as a treatment has been found to effectively facilitate children's social skills development, as stated by Jarolimek in (Manoepah & Agusniatih, 2019) citation. According to Jarolimek, children should possess the following social skills: 1) living and cooperating with others, 2) taking turns, 3) respecting the rights of others, 4) being socially aware, 5) learning self-control and self-regulation, and 6) sharing experiences or stories with others. (Manoepah & Agusniatih, 2019). Additionally, social skills for 4-5-year-old children include: 1) the ability to cooperate, 2) waiting in line, 3) developing friendships with peers, and 4) helping others (Zahriani & Khadijah, 2020). Apart from being an enjoyable game, hide-and-seek brings several benefits, such as: 1) making children more active, 2) teaching children to socialize, 3) helping children learn to count, 4) enhancing children's creativity, 5) training children to follow the rules, and 6) promoting sportsmanship (Wardana, 2016).

Hide-and-seek is a fun game that can improve early childhood social skills because it requires children to communicate and search for their friends, fostering cooperation among them (Nafisah, 2016). According to research by Yuli Pujianti et al., hide-and-seek provides various techniques that encourage children to communicate and cooperate, supporting the development of these important skills (Pujianti & Dkk, 2022). Furthermore, hide-and-seek also contributes to developing togetherness, independence, self-confidence, joy, physical skills, and player creativity (Rosa & Retnaningsih, 2022).

These findings are consistent with the research conducted by (Peskin & Ardino, 2003), which demonstrates that games like hide-and-seek and activities involving keeping secrets play a crucial role in children's social and cognitive development. Such games and activities require children to understand that their knowledge and perceptions may not be accessible to others, a fundamental concept in the theory of mind (Peskin & Ardino, 2003). (Adamowich et al., 2014) discuss the importance of critical self-reflection and reflective use of self in social work practice (Adamowich et al., 2014). In this context, teachers who act as facilitators in hide-and-seek games at TK Al-Fadlilah may need to critically reflect on how they support and guide children's social skill development through this game.

(Powell, 2010) discusses how early childhood education and care environments in the UK and the professionals working in them significantly influence children's development. She emphasizes the absence of certain values and dispositions expected from early years practitioners in official policy documents, despite the clear expectation for practitioners to develop and promote certain 'universal' values in their work (Powell, 2010).

In the context of TK Al-Fadlilah, this could mean that teachers and other facilitators play a crucial role in shaping children's values and character through their approaches and activities, such as hide-and-seek. (Harahap et al., 2022) demonstrate how hide-and-seek can impact children's social and emotional development. They found that this game can help develop various social characteristics such as honesty, love for peace, discipline, tolerance, hard work, curiosity, love for the homeland, and responsibility (Harahap et al., 2022). These findings support the previous notion that hide-and-seek can effectively support children's social skill development in early childhood education.

However, as mentioned by Powell, early childhood education also faces challenges and dilemmas, including balancing individualistic and collectivist values. In this regard, educators need to find ways to support individual development while promoting cooperation, sharing, and participation within a broader social context.

In their research, (Mbadhi & Maria Finsensia Ansel, 2018) found that the traditional hide-and-seek game significantly influences the social adaptation of primary school students. This research suggests that the game not only impacts young children but also older children. These findings indicate that games like hide-and-seek, which involve cooperation, honesty, and understanding others' perspectives, support social development and individual adaptation across various age groups (Mbadhi & Maria Finsensia Ansel, 2018). (Lee, 2016) further supports this by citing a teacher's experience, Rui, who found that musical games (like hide-and-seek) and role-playing can indirectly influence children's behavior and are often more successful than direct conversations about honesty. This demonstrates how games and interactive activities can teach and influence behavior and moral values (Lee, 2016). In the context of TK Al-Fadlilah, these findings indicate that games like hide-and-seek can be used to support children's social skill development and help them understand and internalize moral values such as honesty. However, it is crucial that this approach is applied appropriately and sensitively, considering each child's individual needs and development.

Hypothesis testing using SPSS 25 yielded a p-value of 0.000. Since this p-value is smaller than the significance level of 0.05, we can conclude that hide-and-seek has a significant influence on improving early childhood social skills. Play activities are essential for children as they fulfill their needs and desires. Through play, children feel happy and enthusiastic about their learning activities. Additionally, play serves as a valuable source of learning for children. As the saying goes, "A child's play is their learning." In other words, children can learn many things through play. Play fosters children's creativity, such as engaging in puzzles and Legos (Fadlilah, 2019). This aligns with the assertion made by (Fadlilah, 2019) that play is a source of learning for children because it allows them to freely express themselves and unleash their desires and imaginations.

Additionally, through play, children can acquire lessons that contribute to various aspects of development. For example, in hide-and-seek, children develop social skills such as playing with peers, waiting patiently for their turn, cooperating in the game, and playing by established rules. These indicators can be observed during the implementation of hide-and-seek. Furthermore, hide-and-seek can also develop cognitive, language, and physical-motor aspects.

Hide-and-seek has been proven effective in supporting the development of early childhood social skills. This game promotes increased interaction and communication among children, helps them understand others' perspectives, and reinforces social values. The role of teachers as facilitators in guiding children's interactions and promoting the development of social skills is crucial in this activity. In the context of TK Al-Fadlilah, the implementation of hide-and-seek has shown positive results, significantly improving early childhood social skills. These findings align with other research conducted in various contexts, indicating that hide-and-seek can be a valuable tool in early childhood education for developing social skills. In conclusion, hide-and-seek is an effective method for supporting the development of social skills in early childhood. It can be used as a tool in preschool and primary education to enhance children's social interaction, understanding, and social values.

The game of hide and seek has proven effective in enhancing social skills among children at TK Al Fadlilah, Yogyakarta, with teachers playing a key role as facilitators in the process. Data analysis indicates a significant improvement in social skills, with a Wilcoxon test score of 0.000, below the 0.05 threshold. These results support the integration of games like hide and seek into preschool educational curricula to facilitate children's social development. However, limitations of this study include a relatively small sample conducted in a single educational setting, constraining the generalization of the results. Further research with larger and more diverse samples and studies exploring how hide-and-seek and similar activities can optimally support early childhood social development would be highly beneficial.