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Intelligence-Based Playing JOURNAL OF CRITICAL REVIEWS ISSN- 2394-5125 VOL 7, ISSUE 05, 2020 THE URGENCY OF THE DEVELOPMENT OF MULTIPLE- INTELLIGENCE-BASED PLAYING ACTIVITY MODELS IN DISASTER AREAS 1Lilis Madyawati, 2Hamron Zubadi, 3Khusnul Laely 1,2,3Muhammadiyah University of Magelang, Tidar Street no.21 Magelang Indonesia [email protected] ABSTRACT So far, playing activities programs in disaster areas are still partial. The research entitled Multiple-Intelligence-Based Playing Activity Models in Disaster Area in Central Java has brought about multiple-intelligence-based playing activity program models, especially in disaster areas The research aims at: 1) describing multiple- intelligence base playing activity models from traditional games with local wisdom; 2) designing the multiple-intelligence-based playing activity models which can be practically applied in disaster areas; 3) empirically applying the multiple-intelligence-based playing activity models. The research employed action research method followed with action/ implementation with stages: 1) identifying and mapping the existence of multiple-intelligence-based playing activity models in Central Java by using desk analysis method, survey, and Focus Group Discussion (FGD), 2) designing multiple-intelligence-based playing activity models with descriptive and regression method, and 3) formulating and applying the multiple-intelligence-based playing activity models for Child-Friendly Schools in disaster area as well as the guidelines for its application. The result of the research is the mapping of playing activity models in disaster areas. The driving factors of the success of multiple-intelligence-based playing activity models application includes: everyone’s awareness to get back to traditional games, minimized technology- based playing activities, parent’s guidance in children’s playing activities, and government’s support to multiple-intelligence-based playing activities. Keywords: the development of playing activity models, multiple intelligences INTRODUCTION Some stimulus could be provided to the children as form of education to educate the life of nation. Cognitive, linguistic, emotional, social, and physical stimulation must be in accordance with the children’s development. Playing, which is learning for children, is a process to prepare them to face the future life. Recently, local wisdom-based traditional games are mostly degraded by the existence of modern games that tend to be ready to use and individualistic. Traditional games usually contain ethics, moral values, and cultural heritage. In addition, this kind of games can stimulate the multiple intelligences, stimulate the children’s five senses, help to comprehend various information, train the ability and process of thinking and understand certain rules [1]. Meanwhile, the government decide to emerge the policies on child-friendly districts and cities to integrate the development sources as the effort to fulfill the children’s rights. ‘Education for Everyone’ as one of the basis to state child-friendly districts or cities needs to be re-examined and fixed, particularly in disaster areas. By doing so, it is expected that there is a synergy between the policies and the reality. The development of child-friendly playing activity models is expected to help the government’s program and optimize the multiple intelligences in different levels of education. Multiple intelligences consist of the ability to express oneself through music, use body dexterity, of arithmetic, imagine specific things, verbally express ideas, interact with others, do self-analysis, recognize the surrounding, and to apply the norms and values existing in the society. Multiple intelligences are crucial to optimize. This optimization, conducted through child-friendly playing activities, is an effort to educate the nation and support the government’s program on child-friendly districts and cities leading to child-friendly Indonesia [2]. Dumai, Riau is a city that is successful in applying this effort leading to child-friendly Indonesia in which it now provides a comfortable city layout [3]. This layout also accommodates the children’s interest, hobby, and pleasure without seeing any ethnicity, religion, and social status difference. Its goal is to realize healthy, smart, cheerful and virtuous children, protect their rights and guarantees of life, and protect children from violence and discrimination as well. Several cities in Indonesia, such as Solo, Surabaya, Denpasar, and Bandung, achieved the intermediate level of National Child-Friendly City Award in 2012. It indicates that the local government of those cities have positive appreciation to children by protecting the children from violence and non-child-friendly lifestyle, improper treatment to children, and also exploitation that harmful the children’s physically and mentally [4]. 2661 JOURNAL OF CRITICAL REVIEWS ISSN- 2394-5125 VOL 7, ISSUE 05, 2020 Studies related to child-friendly districts or cities have been widely conducted [5]. It is because many people have a well understanding of the importance of children’s rights fulfillment, the support to provide enough space for children’s role, and promoting the communities’ awareness of children’s rights. On the other hand, playing activity models that are adjusted to children’s age and played consistently are believed to stimulate multiple intelligences. In playing activities, the children’s senses are stimulated to absorb various information that finally leads to promote many aspects of intelligence, known as multiple intelligences [6] [7]. The examples of multiple-intelligence-based playing activity models are percussion musical playing, jump rope, globe climbing, playing with beam figure, etc. These kind of playing activities promote intelligence very much. Since the establishment of policy of Child-Friendly Cities development in 2011, the fulfilment of children’s right in each region becomes essential. The problem is that there is no information on the really multiple-intelligence-based child-friendly playing activities to support the ‘education for everyone’ program [8]. It is because the current playing activity models do not yet focus on the multiple intelligences and are still done partially. This research, therefore, is intended to answer some questions: 1) how is the profile of the multiple-intelligence-based playing activity models in disaster areas of Central Java and what is the triggering factors to the success its implementation; 2) how is the formulation and the design of the multiple-intelligence-based playing activity models; 3) how can the multiple- intelligence-based playing activity models be implemented? Lauri [9] stated that multiple intelligences are a recent development in the field of intelligence that explains things related to the way people could be intelligent. Multiple intelligences mean more than one intelligence. People have ever questioned the concept of intelligence quotient (IQ) in relation to the achievement in schools and the success in working life. This multiple intelligence is developed to accommodate students with different and unique ways of thinking. Gardner [8] underlined that the intelligence scale, which is currently used, has some limitations that make it difficult to predict one’s success in the future. One of the factors influencing the multiple intelligences is the environment. A comfortable environment can help the children to develop multiple intelligences. Hence, people around the children should provide the children with the primary needs to optimally develop their intelligence. Gardner [8] explains that children have some intelligences manifested in some skills and abilities. Those skills could be seen from the children’s learning process and interaction with their surroundings. Multiple intelligences consist of 9 intelligences: verbal-linguistic, logic-mathematics, visual-spatial, kinesthetic, music, intra personal, inter personal, naturalist, spiritual. The growth and development of children could be stimulated by playing games [10] [11]. Many learning experiences are achieved through playing, for instance building closeness with friends, improving vocabulary, expressing feelings, etc. Child-friendly school refers to a school that is able to facilitate and empower the children’s potential. To do so, the school must have a program triggering the children’s potential to develop. There are so many activities in communities that have positive values in building the children’s characters. The change of the communities, especially in cities, in term of the limited land and the building structure change influence the existence of the children’s activities. Children no longer can play these activities due to this change. The consequence is that the children cannot develop some potentials usually built from the activities in communities. Therefore, there is a need to replace the lost activities. The school is expected to do this. Some lost activities in communities are jump rope, bravery, movement coordination, heroic soul, jump in straw, etc. UNESCO mentions that children naturally possess right play, which means that playing is a part of children’s life [12]. Playing for children aims to get pleasure, friendship or new friends, joy, new skills, etc. The implementation of multiple intelligences is also expected to be child-friendly. In line with the spirit of ‘education for everyone’, this implementation should also address disaster areas [13]. The schools should be built in a such a way and are safe
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