Ayulia dade (1), Choirun Nisak Aulina (2)
Early childhood education emphasizes play-based learning as a foundation for intellectual development (General Background). However, observations in Group B of Al-Faqih Islamic Kindergarten revealed low symbolic thinking skills, particularly in recognizing, using, and matching number symbols among children aged 5–6 years (Specific Background). Although educational games are widely recommended, limited classroom-based evidence documents structured board-game implementation for improving early cognitive competencies (Knowledge Gap). This study aimed to examine the use of a modified Monopoly game to develop cognitive abilities in young children (Aims). Using classroom action research with the Kemmis and McTaggart model, data were collected from 16 learners through observation, interviews, and documentation across two cycles. Achievement increased from 31% in the pre-cycle to 56% in Cycle I and reached 87% in Cycle II, surpassing the predetermined success indicator of 75% (Results). The study introduces an age-adapted Monopoly format integrating counting, sequencing, and symbol matching tasks within gameplay (Novelty). These findings suggest that structured board games can serve as practical instructional media to support symbolic reasoning and numeracy readiness in early childhood settings (Implications).
Highlights:
Learning progress rose steadily across intervention stages, culminating above the target threshold.
Play sessions incorporated number recognition, ordering, and correspondence activities.
High learner engagement accompanied the observed developmental gains.
Monopoly Game; Cognitive Development; Early Childhood Education; Symbolic Thinking; Classroom Action Research
[1] N. M. A. Astuti, “Kegiatan Senam Otak Dalam Meningkatkan Perkembangan Kognitif Pada Anak Usia Dini,” Jurnal Pendidikan Anak, vol. 4, no. 2, pp. 601–607, 2017, doi: 10.21831/jpa.v4i2.12349.
[2] D. R. Sari, M. Zainuddin, and S. Akbar, “Kemampuan Berhitung Pada Anak Usia 5–6 Tahun,” Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, vol. 5, no. 11, p. 1535, 2021, doi: 10.17977/jptpp.v5i11.14150.
[3] A. Z. Harahap, “Pentingnya Pendidikan Karakter Bagi Anak Usia Dini,” Jurnal Usia Dini, vol. 7, no. 2, p. 49, 2021, doi: 10.24114/jud.v7i2.30585.
[4] I. A. P. M. P. Dewi, G. A. K. A. Suwedawati, and N. K. Sepriani, “Peningkatan Karakter Sradha Dan Bhakti Anak Golden Age Melalui Pembuatan Yadnya Sederhana,” Metta: Jurnal Ilmu Multidisiplin, vol. 3, no. 2, pp. 232–244, 2023, doi: 10.37329/metta.v3i2.1758.
[5] D. Kore, R. Wondal, and R. Samad, “Peran Permainan Ludo Dalam Mengembangkan Kemampuan Kognitif Anak Usia 5–6 Tahun,” Jurnal Ilmiah Cahaya PAUD, vol. 2, no. 1, pp. 106–116, 2020, doi: 10.33387/cp.v2i1.2068.
[6] Y. S. Yono, S. Y. M., and N. Nurhayati, “Pemanfaatan Media Kartu Angka Untuk Meningkatkan Kemampuan Kognitif Anak Usia Dini,” Jurnal Amal Pendidikan, vol. 2, no. 1, p. 55, 2021, doi: 10.36709/japend.v2i1.17865.
[7] J. Y. Meintika, L. Dwiyanti, and V. Iswantiningtyas, “Pengembangan Media Permainan Monopoli Buah (Mobu) Untuk Meningkatkan Kemampuan Kognitif Anak Usia 5–6 Tahun,” Thufuli: Jurnal Ilmiah Pendidikan Islam Anak Usia Dini, vol. 5, no. 2, 2023.
[8] S. Fitriana, “Peranan Permainan Edukatif Dalam Menstimulasi Perkembangan Kognitif Anak,” Al Fitrah: Journal of Early Childhood Islamic Education, vol. 1, no. 2, p. 131, 2018, doi: 10.29300/alfitrah.v1i2.1339.
[9] A. Karnita and S. Sumarni, “Identifikasi Capaian Indikator Bidang Pengembangan Kognitif Anak Usia 5–6 Tahun Selama Belajar Dari Rumah Di TK PGRI Tanjung Batu,” Jurnal Pendidikan Anak, vol. 7, no. 1, pp. 37–42, 2021, doi: 10.23960/jpa.v7n1.22302.
[10] Sefriyanti and Ibrahim, “Pengaruh Kreativitas Guru Terhadap Kemampuan Kognitif Anak Usia 5–6 Tahun Di RA Azzahra Lampung Timur,” Jurnal Pendidikan Anak, vol. 11, no. 1, pp. 1–9, 2022.
[11] H. Nursyamsiah, T. P. Cendana, E. E. Rohaeti, and S. K. Alam, “Kemampuan Berpikir Simbolik Anak Usia Dini Pada Usia 5–6 Tahun,” CERIA (Cerdas Energik Responsif Inovatif Adaptif), vol. 2, no. 6, p. 286, 2019, doi: 10.22460/ceria.v2i6.p286-294.
[12] M. Jalilah and S. K. Alam, “Kemampuan Kognitif Anak Dalam Pemecahan Masalah,” CERIA (Cerdas Energik Responsif Inovatif Adaptif), vol. 1, no. 6, 2018.
[13] U. Jauhari, H. Herlina, and A. S. W. Asti, “Pengaruh Bermain Monopoli Huruf Terhadap Kemampuan Berbicara Anak Usia 5–6 Tahun Di TK Telkom Makassar,” Fashluna, vol. 4, no. 2, pp. 142–150, 2023, doi: 10.47625/fashluna.v4i2.528.
[14] I. Yuliawati et al., “Pengaruh Permainan Monopoli Terhadap Kemampuan Kognitif Anak Usia 5–6 Tahun Di TK Al-Amin,” Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, vol. 8, pp. 31415–31419, 2024.
[15] W. Handayani and I. F. Zahro, “Pemahaman Konsep Bilangan Dengan Media Monopoli Pada Anak Usia 5–6 Tahun,” CERIA (Cerdas Energik Responsif Inovatif Adaptif), vol. 6, no. 3, pp. 258–262, 2022.
[16] M. Putri, B. N. Astini, W. Karta, and N. Suarta, “Pengembangan Permainan Monopoli Untuk Meningkatkan Kognitif, Bahasa, Dan Sosial Emosional Anak Usia Dini,” Indonesian Journal of Elementary and Childhood Education, vol. 2, no. 4, pp. 367–372, 2021.
[17] Z. Slam, Metode Penelitian Tindakan Kelas. Yogyakarta: Deepublish, 2021, p. 42.
[18] M. Ayuningtyas and N. D. Simatupang, “Pengembangan Alat Permainan Edukatif Sospoly (Sosem Monopoli) Untuk Meningkatkan Perkembangan Sosial Emosional Anak Usia 5–6 Tahun,” Jurnal Cikal Cendekia, vol. 2, no. 2, pp. 12–23, 2022.
[19] M. Kristina and R. N. Sari, “Pengaruh Edukasi Stimulasi Terhadap Perkembangan Kognitif Anak Usia Dini,” Dehasen Educational Review, vol. 2, no. 1, pp. 1–5, 2021, doi: 10.33258/jder.v2i01.1402.
[20] N. Ashari, N. Jalil, N. A. Mustafa, Nurhamna, E. F. Dasman, and Nurhaskin, “Pengenalan Konsep Matematika Dalam Permainan Monopoli Untuk Kelas B,” JP2KG: Jurnal Pendidikan, Pengasuhan, Kesehatan, Dan Gizi Anak Usia Dini, vol. 4, no. 1, pp. 1–12, 2023.