333
Views
179
Downloads
Open Access
Enhancing Early Childhood Problem-Solving Abilities through Game-Based Learning and Computational Thinking: The Impact of Cognitive Styles
Main Article Content
Abstract
Children's understanding of solving problems related to early cognitive abilities with several levels of complexity makes children feel difficult, and students are less able to solve problems correctly according to the sequential order of how to do them. The main factor that causes low problem-solving abilities is the use of inappropriate learning strategies. So that children in the process of solving problems in a lesson also become less than optimal. This study explores the effects of computational thinking strategies with game-based learning compared to conventional approaches on early childhood problem-solving abilities, considering the cognitive styles of field-independent (FI) and field-dependent (FD) children. A quasi-experimental pretest-posttest nonequivalent control group design involved 60 children from Blitar Kindergarten. The experimental group received computational thinking instruction through game-based learning, while the control group followed conventional methods. Posttests followed a pretest established baseline abilities and an eight-week intervention. Data were analyzed using a two-way ANOVA, revealing significant improvements in problem-solving skills for the experimental group (p < 0.05). FI children outperformed FD peers, indicating cognitive style's impact on learning outcomes. An interaction effect between learning strategies and cognitive styles was identified, emphasizing the importance of tailored educational approaches. The study's findings suggest that computational thinking through game-based learning enhances critical thinking, creativity, and engagement in young learners. However, limitations such as a small sample size and short intervention duration highlight the need for further research. Future studies should involve diverse populations and longer interventions to understand the long-term effects better and optimize educational strategies for individual cognitive styles. These results underscore the potential of innovative educational methods in developing foundational skills essential for academic and life success.
Keywords:
Downloads
Metrics
Article Details
How to Cite
Copyright
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright Notice
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal, provided that the work is not used for commercial purposes.
- Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
Privacy Statement
The names and email addresses entered in this journal site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party.
References
Agustin Husnul Khotimah, Kuswandi, D., & Sulthoni, S. (2019). Pengaruh Model Problem Based Learning Terhadap Hasil Belajar PKn Siswa. JKTP: Jurnal Kajian Teknologi Pendidikan, 2(2), 158–165. https://doi.org/10.17977/um038v2i22019p158
Ahna, M., Kusmaryono, I., & Aminudin, M. (2022). Kemampuan Pemecahan Masalah Matematika Siswa Kelas VII Ditinjau dari Gaya Kognitif Field Independent dan Field Dependent pada Materi Aritmatika Sosial. Jurnal Pendidikan Sultan Agung, 2(3), 342–352. https://doi.org/10.30659/jp-sa.v2i3.24896
Alfaro-Ponce, B., Patiño, A., & Sanabria-Z, J. (2023). Components of computational thinking in citizen science games and its contribution to reasoning for complexity through digital game-based learning: A framework proposal. Cogent Education, 10(1), 2191751. https://doi.org/10.1080/2331186X.2023.2191751
All, A., Castellar, E. N. P., & Van Looy, J. (2021). Digital Game-Based Learning effectiveness assessment: Reflections on study design. Computers & Education, 167, 104160. https://doi.org/10.1016/j.compedu.2021.104160
Anastasiadis, T., Lampropoulos, G., & Siakas, K. (2018). Digital Game-based Learning and Serious Games in Education. International Journal of Advances in Scientific Research and Engineering (IJASRE), ISSN:2454-8006, DOI: 10.31695/IJASRE, 4(12), 139–144. https://doi.org/10.31695/IJASRE.2018.33016
Chami̇dy, T., Degeng, İ. N. S., & Ulfa, S. (2020). The Effect of Problem-Based Learning and Tacit Knowledge on Problem-Solving Skills of Students in Computer Network Practice Course. Journal for the Education of Gifted Young Scientists, 8(2), 691–700. https://doi.org/10.17478/jegys.650400
Clark, D. B., Tanner-Smith, E. E., & Killingsworth, S. S. (2016). Digital Games, Design, and Learning: A Systematic Review and Meta-Analysis. Review of Educational Research, 86(1), 79–122. https://doi.org/10.3102/0034654315582065
Creswell, J. W., & Creswell, J. D. (2017). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE Publications.
Dai, C. P. (2022). Narrative-supported math problem solving in digital game-based learning. In Educational Technology Research and Development (Vol. 70, Issue 4, pp. 1261–1281). https://doi.org/10.1007/s11423-022-10129-5
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791
Deng, L. (2020). Digital game-based learning in a Shanghai primary-school mathematics class: A case study. In Journal of Computer Assisted Learning (Vol. 36, Issue 5, pp. 709–717). https://doi.org/10.1111/jcal.12438
Dewi, A. N., Juliyanto, E., & Rahayu, R. (2021). Pengaruh Pembelajaran IPA dengan Pendekatan Computational Thinking Berbantuan Scratch Terhadap Kemampuan Pemecahan Masalah. Indonesian Journal of Natural Science Education, 4(2), 492–497. https://doi.org/10.31002/nse.v4i2.2023
Dyah, A., & Setiawati, F. (2019). The Problem Solving Skills in Kindergarten Student Based on the Stages of Problem Solving. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 3, 274. https://doi.org/10.31004/obsesi.v3i1.174
Flynn, R. M., Richert, R. A., & Wartella, E. (2019). How Interactive Digital Games Shape the Lives of Children •. American Journal of Play, 12(1).
Gardner, H. E. (2011). Frames of Mind: The Theory of Multiple Intelligences. Hachette UK.
Hardiansyah, F., Armadi, A., Ar, M. M., & Wardi, M. (2024). Analysis of Field Dependent and Field Independent Cognitive Styles in Solving Science Problems in Elementary Schools. Jurnal Penelitian Pendidikan IPA, 10(3), 1159–1166. https://doi.org/10.29303/jppipa.v10i3.5661
Haruehansawasin, S., & Kiattikomol, P. (2018). Scaffolding in problem-based learning for low-achieving learners. The Journal of Educational Research, 111(3), 363–370. https://doi.org/10.1080/00220671.2017.1287045
He, X., & Li, Y. (2023). Effect of learning methods and cognitive characteristics on preschoolers’ online English attainment. Education and Information Technologies, 28(9), 11713–11731. https://doi.org/10.1007/s10639-022-11551-1
Hurt, T., Greenwald, E., Allan, S., Cannady, M. A., Krakowski, A., Brodsky, L., Collins, M. A., Montgomery, R., & Dorph, R. (2023). The computational thinking for science (CT-S) framework: Operationalizing CT-S for K–12 science education researchers and educators. International Journal of STEM Education, 10(1), 1. https://doi.org/10.1186/s40594-022-00391-7
Ismail, I., Hasanuddin, H., & Chandra, A. (2023). The Influence of Thinking Styles and Learning Styles on Student Learning Achievement. AL-ISHLAH: Jurnal Pendidikan, 15(1), 193–202. https://doi.org/10.35445/alishlah.v15i1.2896
Izzah, K., Darmiyati, & Noorhapizah. (2020). Developing Religious and Moral Values in Habitating Through Combination of Number Heads Together Model with Audio-Visual Media and Reading Aloud Method. Journal of K6 Education and Management, 3(4), 446–455. https://doi.org/10.11594/jk6em.03.04.04
John Lemay, D., Basnet, R. B., Doleck, T., Bazelais, P., & Saxena, A. (2021). Instructional interventions for computational thinking: Examining the link between computational thinking and academic performance. Computers and Education Open, 2, 100056. https://doi.org/10.1016/j.caeo.2021.100056
Kusumawati, V. G., & Andriyani, A. (2020). The group embedded figure and pattern test for cognitive styles of deaf-mute students. International Journal on Education Insight, 1(2), 69–76. https://doi.org/10.12928/ijei.v1i2.2769
Lapp, S., Jablokow, K., & McComb, C. (2019). KABOOM: An agent-based model for simulating cognitive style in team problem solving. Design Science, 5, e13. https://doi.org/10.1017/dsj.2019.12
Lee, V. R. (2020). Introducing coding through tabletop board games and their digital instantiations across elementary classrooms and school libraries. In SIGCSE 2020—Proceedings of the 51st ACM Technical Symposium on Computer Science Education (pp. 787–793). https://doi.org/10.1145/3328778.3366917
Li, Y., Chen, D., & Deng, X. (2024). The impact of digital educational games on student’s motivation for learning: The mediating effect of learning engagement and the moderating effect of the digital environment. PLOS ONE, 19(1), e0294350. https://doi.org/10.1371/journal.pone.0294350
Li, Y., Xu, S., & Liu, J. (2021). Development and Validation of Computational Thinking Assessment of Chinese Elementary School Students. Journal of Pacific Rim Psychology, 15, 18344909211010240. https://doi.org/10.1177/18344909211010240
Lin, S.-Y., Chien, S.-Y., Hsiao, C.-L., Hsia, C.-H., & Chao, K.-M. (2020). Enhancing Computational Thinking Capability of Preschool Children by Game-based Smart Toys. Electronic Commerce Research and Applications, 44, 101011. https://doi.org/10.1016/j.elerap.2020.101011
LIU, S. (2021). Computational methods for first-order nonlocal mean field games with applications. In SIAM Journal on Numerical Analysis (Vol. 59, Issue 5, pp. 2639–2668). https://doi.org/10.1137/20M1334668
Marwazi, M., Masrukan, M., & Putra, N. M. D. (2019). Analysis of Problem Solving Ability Based on Field Dependent Cognitive Style in Discovery Learning Models. Journal of Primary Education, 8(2), 127–134.
Maulida, D. A., Hendrawaijaya, A. T., & Imsiyah, N. (2018). Hubungan Antara Permainan Lego Dengan Perkembangan Kognitif Anak Usia Dini di Play Group Al-Irsyad Al-Islamiyyah Jember. Jurnal Edukasi, 5(1), 9–11. https://doi.org/10.19184/jukasi.v5i1.8003
Moumoutzis, N. (2020). Employing theatrical games to establish and support onlife learning communities on mathematical principles of informatics. In Digital Presentation and Preservation of Cultural and Scientific Heritage (Vol. 2020, pp. 19–43).
Muyassaroh, K. A., & Masduki, M. (2023). Profil Berpikir Aljabar Siswa Dalam Menyelesaikan Permasalahan Generalisasi dan Berpikir Dinamis Ditinjau Dari Gaya Kognitif FI-FD. FIBONACCI: Jurnal Pendidikan Matematika Dan Matematika, 9(1), 27–42. https://doi.org/10.24853/fbc.9.1.27-42
Nadeem, M., Oroszlanyova, M., & Farag, W. (2023). Effect of Digital Game-Based Learning on Student Engagement and Motivation. Computers, 12(9), 177. https://doi.org/10.3390/computers12090177
Nousiainen, T., Kangas, M., Rikala, J., & Vesisenaho, M. (2018). Teacher competencies in game-based pedagogy. Teaching and Teacher Education, 74, 85–97. https://doi.org/10.1016/j.tate.2018.04.012
Nouvanty, V., Suryanto, T. L. M., & Faroqi, A. (2023). Evaluation of Uses and Gratifications on Online Otome Games. Teknika, 12(2), 120–128. https://doi.org/10.34148/teknika.v12i2.613
Novitasari, Y. (2018). Analisis Permasalahan "Perkembangan Kognitif Anak Usia Dini”. PAUD Lectura: Jurnal Pendidikan Anak Usia Dini, 2(01), 82–90. https://doi.org/10.31849/paudlectura.v2i01.2007
Nugroho, I. H., Lestariningrum, A., & Usman, J. (2021). Analysis of Motor and Cognitive Development in Early Childhood by Gender and Learning Styles Through Drawing and Coloring Activity. Jurnal Ilmiah Potensia, 6(2), 109–112. https://doi.org/10.33369/jip.6.2.109-108
O’Reilly, C., Devitt, A., & Hayes, N. (2022). Critical thinking in the preschool classroom—A systematic literature review. Thinking Skills and Creativity, 46, 101110. https://doi.org/10.1016/j.tsc.2022.101110
Pollarolo, E., Størksen, I., Skarstein, T. H., & Kucirkova, N. (2023). Children’s critical thinking skills: Perceptions of Norwegian early childhood educators. European Early Childhood Education Research Journal, 31(2), 259–271. https://doi.org/10.1080/1350293X.2022.2081349
Rahman, Md. M. (2019). 21 st Century Skill ‘Problem Solving’: Defining the Concept. Asian Journal of Interdisciplinary Research, 2, 71–81. https://doi.org/10.34256/ajir1917
Rahmatika, P., Hartati, S., & Yetti, E. (2019). Metode Pembelajaran Mind Map dan Bercerita dengan Gaya Kognitif, Pengaruhnya terhadap Kemampuan Membaca Permulaan. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 3(2), 548–560. https://doi.org/10.31004/obsesi.v3i2.260
Restiyanti, D., Sutarto, J., & Suminar, T. (2017). Social Skills: Analysis of Elementary Students in Strengthening Implementation of Character Education. Journal of Primary Education, 6(3), 242–247. https://doi.org/10.15294/jpe.v6i3.21138
Riyadi, Syarifah, T. J., & Nikmaturrohmah, P. (2021). Profile of Students’ Problem-Solving Skills Viewed from Polya’s Four-Steps Approach and Elementary School Students. European Journal of Educational Research, 10(4), 1625–1638.
Saracho, O. (2001). Exploring Young Children’s Literacy Development Through Play. Early Child Development and Care, 167(1), 103–114. https://doi.org/10.1080/0300443011670109
Smith, R. (2012). Serious Games, Virtual Worlds, and Interactive Digital Worlds. Engineering Principles of Combat Modeling and Distributed Simulation, 357–383. https://doi.org/10.1002/9781118180310.ch17
Son, A. L. (2020). Students’ mathematical problem-solving ability based on teaching models intervention and cognitive style. In Journal on Mathematics Education (Vol. 11, Issue 2, pp. 209–222). https://doi.org/10.22342/jme.11.2.10744.209-222
Sriwarthini, N. L. P. N., Nurhasanah, N., & Astawa, I. M. S. (2024). Identification of Science Process Skills of Group B Students at Kreativa Gebang Kindergarten. Jurnal Penelitian Pendidikan IPA, 10(2), 459–464. https://doi.org/10.29303/jppipa.v10i2.5981
Sriyono, H., Rizkiyah, N., & Widiyarto, S. (2022). What Education Should Be Provided to Early Childhood in The Millennial Era? Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(5), 5018–5028. https://doi.org/10.31004/obsesi.v6i5.2917
Su, J., & Yang, W. (2023). A systematic review of integrating computational thinking in early childhood education. Computers and Education Open, 4, 100122. https://doi.org/10.1016/j.caeo.2023.100122
Surur, M., Degeng, M., Setyosari, I., & Kuswandi, P. (2020). The Effect of Problem-Based Learning Strategies and Cognitive Styles on Junior High School Students’ Problem-Solving Abilities. International Journal of Instruction, 13. https://doi.org/10.29333/iji.2020.1343a
Sutrisno, S., Rahayuningsih, D., & Purwati, H. (2020). The Impact of Cognitive Style-based Learning Models on Students’ Problem-Solving Abilities. Tadris: Jurnal Keguruan Dan Ilmu Tarbiyah, 5(2), 297–306. https://doi.org/10.24042/tadris.v5i2.5873
Torres-Torres, Y.-D., Román-González, M., & Pérez-González, J.-C. (2019). Implementation of Unplugged Teaching Activities to Foster Computational Thinking Skills in Primary School from a Gender Perspective. Proceedings of the Seventh International Conference on Technological Ecosystems for Enhancing Multiculturality, 209–215. https://doi.org/10.1145/3362789.3362813
Wahidah, N., Sunardi, S., Suwito, A., Yudianto, E., & Ambarwati, R. (2024). Analisis Habits of Mind Siswa Dalam Menyelesaikan Masalah Segi Empat Ditinjau Dari Gaya Kognitif Field Dependent dan Field Independent. Proximal: Jurnal Penelitian Matematika Dan Pendidikan Matematika, 7(1), 222–234. https://doi.org/10.30605/proximal.v7i1.3131
Wang, L.-H., Chen, B., Hwang, G.-J., Guan, J.-Q., & Wang, Y.-Q. (2022). Effects of digital game-based STEM education on students’ learning achievement: A meta-analysis. International Journal of STEM Education, 9(1), 26. https://doi.org/10.1186/s40594-022-00344-0
Wang, X., Cheng, M., & Li, X. (2023). Teaching and Learning Computational Thinking Through Game-Based Learning: A Systematic Review. Journal of Educational Computing Research, 61(7), 1505–1536. https://doi.org/10.1177/07356331231180951
Zheng, Y., Zhang, J., Li, Y., Wu, X., Ding, R., Luo, X., Liu, P., & Huang, J. (2024). Effects of digital game-based learning on students’ digital etiquette literacy, learning motivations, and engagement. Heliyon, 10(1), e23490. https://doi.org/10.1016/j.heliyon.2023.e23490