Strategi Pengembangan Game Digital Berbasis Keterampilan Executive Function Anak Usia Dini

Roby Naufal Arzaqi; Deri Hendriawan; Aisah Karunia Rahayu

doi:10.25078/pw.v9i2.3769

Authors

Roby Naufal Arzaqi Universitas Pendidikan Indonesia
Deri Hendriawan Universitas Pendidikan Indonesia
Aisah Karunia Rahayu Universitas Pendidikan Indonesia

DOI:

https://doi.org/10.25078/pw.v9i2.3769

Keywords:

Digital Games, Executive Function Skills, Strategy, Early Childhood

Abstract

The purpose of this study is to create an approach to digital games that can improve early childhood executive functioning, which consists of three main components: working memory, inhibitory control, and cognitive flexibility. In addition, they also wanted to find out how effective digital games designed specifically to train early childhood executive skills were. The research method is D&D (Design and Development), which is based on the ADDIE (Analyze, Design, Development, Implementation, and Evaluation) model from Robert Maribe Branch. The focus of the research is the design stage of development. Therefore, the implementation and evaluation stages will be carried out in the next study. Data were collected through questionnaires, and quantitative descriptive analysis was used to analyze the data. The results of the study focus on strategies in facilitating executive function skills in the form of working memory, thinking flexibility and self-control which involve remembering, categorizing and levels and obstacles. Thus, this article is expected to provide valuable insights for researchers, game developers, and aspiring educators and practitioners in the development of executive skills through digital games.

References

Arzaqi, R. N., & Diana, D. (2019). The Learning Management For Children With Special Needs (Study In Efata PAUD, Semarang City). Belia: Early Childhood Education Papers, 8(2), 105–112.

Arzaqi, R. N., Rahayu, A. K., Romadhona, N. F., & Setiasih, O. (2022). Strategi Kepala TK dalam Upaya Mitigasi Potensi Learning Loss pada Anak Usia Dini selama Pandemi COVID-19. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 6(6), 6102–6109.

Arzaqi, R. N., & Romadona, N. F. (2021). The Kindergarten’s Headmaster View of the Potential for Learning Loss in Early Childhood Education durung Pandemic COVID-19. Indonesian Journal of Early Childhood Education Studies, 10(2), 143–148.

Carayannis, E. G., & Morawska-Jancelewicz, J. (2022). The futures of Europe: Society 5.0 and Industry 5.0 as driving forces of future universities. Journal of the Knowledge Economy, 1–27.

Coelho, L. A., Amatto, A. N., Gonzalez, C. L. R., & Gibb, R. L. (2020). Building executive function in pre-school children through play: a curriculum. International Journal of Play, 9(1), 128–142.

Cortés Pascual, A., Moyano Muñoz, N., & Quilez Robres, A. (2019). The relationship between executive functions and academic performance in primary education: Review and meta-analysis. Frontiers in Psychology, 10, 1582.

Demetriou, E. A., DeMayo, M. M., & Guastella, A. J. (2019). Executive function in autism spectrum disorder: history, theoretical models, empirical findings, and potential as an endophenotype. Frontiers in Psychiatry, 10, 753.

Dick, A. S., Garcia, N. L., Pruden, S. M., Thompson, W. K., Hawes, S. W., Sutherland, M. T., Riedel, M. C., Laird, A. R., & Gonzalez, R. (2019). No evidence for a bilingual executive function advantage in the ABCD study. Nature Human Behaviour, 3(7), 692–701.

Doebel, S., & Lillard, A. S. (2023). How does play foster development? A new executive function perspective. Developmental Review, 67, 101064.

Ferguson, H. J., Brunsdon, V. E. A., & Bradford, E. E. F. (2021). The developmental trajectories of executive function from adolescence to old age. Scientific Reports, 11(1), 1382.

Friedman, N. P., & Robbins, T. W. (2022). The role of prefrontal cortex in cognitive control and executive function. Neuropsychopharmacology, 47(1), 72–89.

Fukuda, K. (2020). Science, technology and innovation ecosystem transformation toward society 5.0. International Journal of Production Economics, 220, 107460.

Gibb, R., Coelho, L., Van Rootselaar, N. A., Halliwell, C., MacKinnon, M., Plomp, I., & Gonzalez, C. L. R. (2021). Promoting executive function skills in preschoolers using a play-based program. Frontiers in Psychology, 12, 720225.

Gilmore, C., Cragg, L., & Simms, V. (2020). What can cognitive psychology tell us about the challenges of learning mathematics (and what do we still not know)?

Gioia, G. A., Isquith, P. K., Guy, S. C., & Kenworthy, L. (2000). Test review behavior rating inventory of executive function. Child Neuropsychology, 6(3), 235–238.

Gioia, G. A., Isquith, P. K., Kenworthy, L., & Barton, R. M. (2002). Profiles of everyday executive function in acquired and developmental disorders. Child Neuropsychology, 8(2), 121–137.

Görgen, R., Huemer, S., Schulte-Körne, G., & Moll, K. (2020). Evaluation of a digital game-based reading training for German children with reading disorder. Computers & Education, 150, 103834.

Graham, S., Harris, K. R., & Olinghouse, N. (2007). Addressing executive function problems in writing. Executive Function in Education: From Theory to Practice, 216–236.

Kesner, R. P., & Churchwell, J. C. (2011). An analysis of rat prefrontal cortex in mediating executive function. Neurobiology of Learning and Memory, 96(3), 417–431.

Laureys, F., De Waelle, S., Barendse, M. T., Lenoir, M., & Deconinck, F. J. A. (2022). The factor structure of executive function in childhood and adolescence. Intelligence, 90, 101600.

Menon, V., & D’Esposito, M. (2022). The role of PFC networks in cognitive control and executive function. Neuropsychopharmacology, 47(1), 90–103.

Miller, E. K., & Wallis, J. D. (2009). Executive function and higher-order cognition: definition and neural substrates. Encyclopedia of Neuroscience, 4(99–104).

Moreau, D., & Chou, E. (2019). The acute effect of high-intensity exercise on executive function: a meta-analysis. Perspectives on Psychological Science, 14(5), 734–764.

Ozonoff, S., Pennington, B. F., & Rogers, S. J. (1991). Executive function deficits in high‐functioning autistic individuals: relationship to theory of mind. Journal of Child Psychology and Psychiatry, 32(7), 1081–1105.

Rahayu, A. K., Muliasari, D. N., & Halimah, L. (2022). Improving Early Childhood English Speaking Ability through Storyreading Method. Indonesian Journal of Early Childhood Education Studies, 11(1), 1–6.

Rahayu, A. K., & Setiasih, O. (2022a). Parents’ Role in Familiarizing themselves with Clean and Healthy Living Behavior in Early Childhood during the COVID-19. Indonesian Journal of Early Childhood Education Studies, 11(2), 83–90.

Rahayu, A. K., & Setiasih, O. (2022b). Strategi Orang Tua dalam Membiasakan PHBS Anak Usia Dini saat Pandemi COVID-19. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(5), 4118–4127. https://doi.org/10.31004/obsesi.v6i5.2115

Richey, R. C., & Klein, J. D. (2014). Design and development research. Handbook of Research on Educational Communications and Technology, 141–150.

Salehinejad, M. A., Ghanavati, E., Rashid, M. H. A., & Nitsche, M. A. (2021). Hot and cold executive functions in the brain: A prefrontal-cingular network. Brain and Neuroscience Advances, 5, 23982128211007770.

Senn, T. E., Espy, K. A., & Kaufmann, P. M. (2004). Using path analysis to understand executive function organization in preschool children. Developmental Neuropsychology, 26(1), 445–464.

Setiasih, O., Rahayu, A. K., & Arzaqi, R. N. (2023). Effective Leadership of Kindergarten Principals in Facing the Impact of Learning Loss in Kindergartner During the Covid-19 Pandemic. SEA-CECCEP, 4(01), 34–42.

Shihab, K. M., Sussi, S., Munadi, R., Prasojoe, R. R., & Fitriyanti, N. (2019). Pembuatan Game Online BoMCleaN sebagai Media Pembelajaran Kebersihan Lingkungan. Jurnal Edukasi Dan Penelitian Informatika (JEPIN), 5(1), 113. https://doi.org/10.26418/jp.v5i1.29874

Veldsman, M., Tai, X.-Y., Nichols, T., Smith, S., Peixoto, J., Manohar, S., & Husain, M. (2020). Cerebrovascular risk factors impact frontoparietal network integrity and executive function in healthy ageing. Nature Communications, 11(1), 4340.

White, R. E., Thibodeau-Nielsen, R. B., Palermo, F., & Mikulski, A. M. (2021). Engagement in social pretend play predicts preschoolers’ executive function gains across the school year. Early Childhood Research Quarterly, 56, 103–113.

Zelazo, P. D. (2020). Executive function and psychopathology: A neurodevelopmental perspective. Annual Review of Clinical Psychology, 16, 431–454.