Development of a Gamification-based Scientific Communicative Playworlds (SCOMPLAY) Model to Improve Creative Thinking and Communication Skills in Early Childhood

Keterampilan berpikir kreatif dan berkomunikasi perlu dikembangkan sejak usia dini karena sangat dibutuhkan dalam memperkuat kompetensi anak didik di abad 21. Namun, fakta yang terjadi bahwa anak Indonesia menunjukkan kemampuan memahami informasi yang kompleks, analitis, penyelidikan, pemecahan masalah, memunculkan ide baru, dan kemampuan berkomunikasi yang masih rendah. Untuk itu, tujuan penelitian ini adalah mengembangkan model pembelajaran scientific communicative playworlds (SCOMPLAY) berbasis gamifikasi yang valid, praktis, dan efektif dalam meningkatkan keterampilan berpikir kreatif dan berkomunikasi anak usia dini. Model pengembangan Borg and Gall digunakan dalam mengembangkan model SCOMPLAY dengan tahapan pendahuluan, prototipe (pengembangan model), dan asesmen (pengujian model). Penelitian dilakukan di Kecamatan Cerme, Benjeng, dan Menganti Kabupaten Gresik pada empat Lembaga PAUD dengan subjek uji coba sejumlah 132 anak usia 5-6 tahun. Metode pengumpulan data menggunakan angket dan observasi. Teknik analisis data menggunakan deskriptif kuantitatif dan kualitatif.

Temuan penelitian menunjukkan bahwa 1) model pembelajaran SCOMPLAY dinyatakan sangat valid secara isi dilihat dari aspek kebutuhan dan kebaruan model SCOMPLAY dan konstruk dilihat dari adanya konsistensi model, dukungan teori, dukungan empirik, perencanaan pembelajaran, pelaksanaan pembelajaran (sintaks, sistem sosial, prinsip reaksi, sistem pendukung, lingkungan belajar, dan evaluasi) yang memenuhi skor 2, 50 ≤ P < 3, 25. Di samping itu, perangkat pembelajaran yang dikembangkan seperti RPP, buku ajar, LKA, dan media pembelajaran dinyatakan valid untuk digunakan sebagai sistem pendukung model pembelajaran SCOMPLAY. Lembar penilaian instrumen observasi meliputi instrumen observasi keterampilan berpikir kreatif, instrumen observasi keterampilan berkomunikasi, instrumen observasi keterlaksanaan model SCOMPLAY, instrumen observasi kendala pembelajaran, dan instrumen observasi aktivitas anak dinyatakan sangat valid sebagai alat pengumpul data penelitian, 2) model pembelajaran SCOMPLAY memenuhi kategori praktis dengan skor 61%-80% dan keterlaksanaan model SCOMPLAY dikatakan reliabel karena memenuhi nilai reliabilitasnya ≥ 75% pada uji coba terbatas dan uji coba luas dengan baik dan tanpa hambatan yang berarti, 3) model pembelajaran SCOMPLAY dinyatakan efektif karena memenuhi kriteria: a) ada peningkatan skor hasil pre-test dan post-test dengan taraf signifikansi =5% pada indikator keterampilan berpikir kreatif dan berkomunikasi yang memenuhi kategori baik, b) hasil rerata N-gain memenuhi kategori sedang memenuhi skor 0,30 ≤ N-Gain ≤ 0,70 dan tinggi mencapai rentangan skor 0,70 > N-Gain dari hasil uji statistik pada empat sekolah menunjukkan hasil yang konsisten (tidak ada perbedaan), c) respons anak yang positif dan antusias mencapai skor ≥ 85% terhadap proses pembelajaran yang sudah dilaksanakan menggunakan model SCOMPLAY pada saat uji coba terbatas dan luas. Implikasi penelitian ini adalah lahirnya model pembelajaran inovatif dengan memanfaatkan teknologi gamifikasi yakni model SCOMPLAY untuk meningkatkan keterampilan berpikir kreatif dan berkomunikasi pada anak usia dini dalam rangka pengenalan materi mitigasi bencana banjir sehingga menjadikan lembaga PAUD aman bencana.

Kata Kunci: Model SCOMPLAY, Playworld, Berpikir Kreatif, Berkomunikasi, Anak Usia Dini.

Creative thinking and communication skills need to be developed from an early age because they are needed to strengthen students' competencies in the 21st century. However, the fact is that Indonesian children show the ability to understand complex information, analysis, investigation, problem solving, generating new ideas, and communication skills are still low. For this reason, the aim of this research is to develop a gamification-based scientific communicative playworlds (SCOMPLAY) learning model that is valid, practical and effective in improving the creative thinking and communication skills of young children. The Borg and Gall development model was used in developing the SCOMPLAY model with preliminary, prototype (model development) and assessment (model testing) stages. The research was conducted in Cerme, Benjeng and Menganti Districts, Gresik Regency at four PAUD Institutions with test subjects of 132 children aged 5-6 years. Data collection methods use questionnaires and observation. Data analysis techniques use quantitative and qualitative descriptive.

The research findings show that 1) the SCOMPLAY learning model is declared very valid in terms of content and construct because it meets a score of 2.50 ≤ P < 3.25. In addition, the learning tools developed such as lesson plans, textbooks, worksheets and learning media are declared valid to be used as a support system for the SCOMPLAY learning model. The assessment sheet for observation instruments includes creative thinking skills observation instruments, communication skills observation instruments, SCOMPLAY model implementation observation instruments, learning obstacle observation instruments, and children's activity observation instruments which are declared very valid as research data collection tools. 2) The SCOMPLAY learning model fulfills the practical category with score 61%-80% and the implementation of the SCOMPLAY model is said to be reliable because it meets the reliability value ≥ 75% in limited trials and extensive trials well and without significant obstacles, 3) the SCOMPLAY learning model is declared effective because it meets the criteria : a) there is an increase in the pre-test and post-test scores with a significance level of =5% in the indicators of creative thinking and communication skills which meet the medium category and are classically achieved reaching 75%, b) the child is said to be able to think creatively because the score is obtained at level 3 with creative criteria. Meanwhile, children's communication skills meet the good category, meeting a score of 2.00 < score ≤ 3.00 and achieving a classical score of 75%, c) the average N-gain results meet the medium/high category and reach a score range of 0.30 ≤ N-gain ≤ 0.70 from the independent t-test results in four schools showed consistent results (no differences), d) positive and enthusiastic children's responses achieved a score of ≥ 85% to the learning process that had been implemented using the SCOMPLAY model during limited trials, broad, and main. The implication of this research is the birth of an innovative learning model using gamification technology, namely the SCOMPLAY model, to improve creative thinking and communication skills in early childhood in the context of introducing flood disaster mitigation material so as to make PAUD institutions disaster safe.

Keywords: SCOMPLAY Model, Playworld, Creative Thinking, Communicating, Early Childhood.