Pengaruh Bermain Puzzle terhadap perkembangan motorik halus anak prasekolah

2026-08-17T11:16:15+00:00

Fine motor development delays in preschool children constitute a significant global issue, with difficulties in fine motor control being a common manifestation. Approximately 34% of children in Indonesia experience delays in fine motor development; in Banyuwangi Regency, 77.7% of five-year-old children undergo developmental monitoring. To maximize fine motor development, targeted stimulation—such as puzzle play—is necessary. This study aimed to analyze the effect of puzzle play on the fine motor development of preschool children. A quantitative pre-experimental design (specifically, a one-group pre-test/post-test design) was employed, involving 40 preschool children (Class A/Junior Kindergarten) at TK Muslimat NU Khodijah 2 Rogojampi, selected via purposive sampling. Data were measured on a ratio scale using the Denver II assessment tool. The puzzle-play intervention consisted of eight sessions, each lasting 30 minutes. Data analysis was conducted using the Wilcoxon test. Results showed that the mean fine motor development score for children aged 4–5 years prior to the intervention was 3.53, with 72.5% of children falling into the "advanced" category. Following the intervention, the mean score rose to 3.85, and 90% of the children were classified as "advanced." The Wilcoxon statistical test yielded a p-value of 0.009 (<0.05), indicating a significant difference. Thus, puzzle play has a significant positive effect on the fine motor development of preschool children aged 4–5 years at TK Muslimat NU Khadijah 2 Rogojampi. These findings support the use of puzzle play as an effective strategy for stimulating fine motor skills in preschool children.

Collaborative Learning as the Primary Determinant of Student Achievement in Boarding Seminary Schools in Indonesia's 3T Regions: The Roles of Character Coaching and Educational Facilities

2026-08-17T11:08:43+00:00

One of the primary measures of how well education is being implemented is student achievement, which is impacted by character development, the quality of the learning experience, and support for infrastructure and facilities. The purpose of this study is to examine how infrastructure, character coaching, and cognitive collaborative learning affect student performance at Asmat Yohanes Evangelist Seminary SMAK, South Papua. The research used a quantitative approach with the Partial Least Squares-Structural Equation Modeling (PLS-SEM) method on 81 students as respondents. Data were collected using a questionnaire that had passed validity and reliability tests, then analyzed by testing the measurement model and structural model. The results of the study showed that cognitive collaborative learning had a positive and significant effect on student achievement (β = 0.473; t = 2.749; p = 0.006). Conversely, character coaching (β = 0.172; t = 0.978; p = 0.328) and infrastructure (β = 0.167; t = 0.956; p = 0.339) did not have a substantial partial effect on student achievement. The research model is capable of explaining 61.2% of the variation in student achievement (R² = 0.612). These results suggest that cognitive collaborative learning is the primary factor contributing to student achievement, with character mentoring and infrastructure serving as supportive elements. This study provides an empirical contribution by showing that cognitive collaborative learning plays a greater role in improving student achievement than character coaching and infrastructure in boarding schools in the 3T region.

JURNAL PENDIDIKAN & PENGAJARAN (JUPE2)

Pengaruh Bermain Puzzle terhadap perkembangan motorik halus anak prasekolah

Collaborative Learning as the Primary Determinant of Student Achievement in Boarding Seminary Schools in Indonesia's 3T Regions: The Roles of Character Coaching and Educational Facilities