Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)

Alphabet Knowledge through Cublak Suweng Games for Early Childhood Education

Authors
Midaiyana Nella Santi, Suparno Suparno
Corresponding Author
Midaiyana Nella Santi
Available Online April 2019.
DOI
https://doi.org/10.2991/icsie-18.2019.44How to use a DOI?
Keywords
alphabet knowledge, cublak suweng traditional games, early childhood
Abstract
The alphabet is an important factor in the development of literacy, especially for early childhood education. At present learning activities in early childhood education only use activities that are monotonous and less fun for children, such as memorizing, singing, or thickening. To overcome these problems, this study provides an effective way to increase alphabet knowledge on children's education through traditional games of the Cublak Suweng. Traditional games are the best efforts that can be used by early childhood teachers to teach basic alphabet knowledge skills to develop optimally. This traditional game emphasizes the knowledge of letters and pronounces letters that are based on the level of achievement of child development. The effectiveness of the traditional game of Cublak Suweng was evaluated by designing learning activities conducted by quasi-experimental method for 20 children. Two variables: traditional Cublak Suweng games and language development. The results show that there is a significant increase in the development of language recognizing alphabet letters in early childhood, which is 95.00%.
Open Access
This is an open access article distributed under the CC BY-NC license.

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Cite this article

TY  - CONF
AU  - Midaiyana Nella Santi
AU  - Suparno Suparno
PY  - 2019/04
DA  - 2019/04
TI  - Alphabet Knowledge through Cublak Suweng Games for Early Childhood Education
BT  - Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)
PB  - Atlantis Press
SP  - 250
EP  - 254
SN  - 2352-5398
UR  - https://doi.org/10.2991/icsie-18.2019.44
DO  - https://doi.org/10.2991/icsie-18.2019.44
ID  - Santi2019/04
ER  -