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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 , Tidar Street no.21 Magelang [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 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 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].

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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 for children to anticipate and minimize the risks of disasters. The effort to realize ‘a safe school’ must be implemented in disaster areas, especially for earthquake, tsunami, mount eruption, landslide, etc. Andriani [14] expects the National Ministry of Education to implement the safe school criteria in renovating the broken schools or building new schools. The renovating or building of the schools should also prioritize the child-friendly school development and optimization to multiple intelligences as well. Playing activity models in disaster areas is rarely explored. Playing activities for children need to get attention, mainly in high level disaster-prone areas involving Cilacap, Banyumas, , Klaten, and . The weaknesses of the current playing activities are non-child-friendly activity, partial activity, and the limitation of the tools needed. One of factors causing the failure of the effort to promote the playing activities is the unit analysis used. Some effort of the development of playing activity models are not yet multiple-intelligence-based and child-friendly [15]. The existing models of playing activities merely try to make children fun, but neglect the children’s needs, safety, and comfort. Furthermore, the playing activity models are usually conducted in formal and non-formal education only.

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To support the government’s program in Child-Friendly Cities to Child-Friendly Indonesia, this study specifically examines the optimization of multiple-intelligence-based playing activity models in Central Java. The optimization of the models aims at 1) identifying and mapping the existence of multiple-intelligence-based playing activity models in Central Java, 2) designing multiple-intelligence-based playing activity models, and 3) formulating the multiple- intelligence-based and child-friendly playing activity models.

METHOD In line with the final goal of this study (advance study in the second year), which is the design of the development of multiple-intelligence-based playing activities and its optimization, this research employed action research method. This method was chosen because of its phases of research. In the first step, we examined the existing models of playing activities in in disaster areas. Then, based on the result of the previous examination, we formulated a development for the multiple-intelligence-based playing activities. The goal of this study is to design a development of multiple-intelligence-based playing activity models. To achieve the goal, the main activities was carried out in two steps: 1) Identifying the existing models of multiple-intelligence-based playing activities in disaster areas; 2) Designing and developing the models of multiple-intelligence-based playing activities. In the first step, the researchers collected the information on the development of the existing models of playing activities in disaster areas of Central Java. The method used was library study to collect the secondary data and survey by using questionnaire to gather the primary data. Before conducting survey, we proposed questionnaire and preliminary research to make a valid questionnaire. After the completion of the questionnaire, a survey was conducted to collect the primary data on the existing models of playing activity models in disaster areas. The primary data was collected from direct observation to the field and interview with the respondents. The secondary data was gathered from formal and non-formal preschool institutions, as pos PAUD (informal preschools), SPS (similar unit of preschools), and formal playgroups in disaster areas. The primary data, on the other hand, were collected from preschool teachers, figures in society, and local educational authorities of district or regency level. To gather specific data, such as the obstacles and problems faced, we used Focus Group Discussion (FGD). The collected data were then analyzed by using a desk analysis method, specifically regression. From the result of the analysis, we designed the pre-model as the initial step of the development. This initial model was then fixed in Focus Group Discussion involving the related parties in playing activities for children, particularly the party directly handle the disaster areas. The result of Focus Group Discussion was used to make the final model of the development, the multiple-intelligence-based playing activity model, as the final product of the research. The complete step of this research is shown in the following flow chart

Step 1 Step 2 Identify the existing model of Formulate and design the multiple- playing activities in disaster areas in intelligence-based playing activity

Central Java models

FGD initial development Library study Survey Data analysis Final development Questionnaire designing Desk Analysis Designing

Pre-survey FGD pre- Development development

Research problems Research Output

1. The importance of playing activities 1. Mapping of the playing activity models in 2. The development of playing activity models disaster areas in is not holistic 2. Driving factors of the success of the 3. Multiple-intelligence as the effort in development of multiple-intelligence-based developing playing activities playing activity models

4. There is no proper development of multiple- 3. The development of multiple-intelligence- based playing activity models intelligence-based playing activity models in disaster areas

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Figure 1. Flow Chart of the Development of Multiple-Intelligence-Based Playing Activity Models

Based on the flow chart shown above, the first step to conduct was the library study and questionnaire design. After the questionnaire was fixed, the primary data collection was conducted. The result from the survey was then analyzed by using a desk analysis method. The analysis was conducted through variable analysis and regression to reveal the relationship between the existing playing activity model and the other influencing variables, including the control variable. The variables were structural culture and community’s background, regional policy, the cooperation of related institutions, and local wisdom relationship. We determined the on which variables the correlation happens. The correlation analysis was run for each variable. The influencing control variables were age, gender, parenting style, and the tendency to face disaster. The initial analysis result was then deeply analyzed with regression. The bivariate correlation regression analysis was used to measure the correlation level among the result of examination from the population that has two variants (bivariate). We also employed Partial to know the linear correlation between two variables by controlling one or more additional control. Bivariate and partial correlation were conducted with the help of SPSS for Windows version 20.00.

RESEARCH RESULT Before the model development, we conducted a library study and pre-survey as the preliminary study. The following step was the initial development and then the final development of multiple-intelligence-based playing activity models. The questionnaire consisted of child-friendly questionnaire, multiple-intelligence questionnaire, traditional games, and multiple-intelligence-based playing activities. The questionnaire was distributed to the teachers in formal and non- formal preschools, informal preschools, SPS (similar unit of preschools), and playgroups in disaster areas of Cilacap, Banyumas, Kebumen, Klaten, and . From the questionnaires and survey following the research steps, the result is as follow:

Table 1 The Names of Playing Activities in Disaster Areas No Research Place Name of Games 1 Bedil-bedilan (air gun toy) Bekelan/ gatheng (a game using 5 pieces of small objects) Bentengan (castle game) Bongkar pasang (paper fashion toy) Ciple gunung (hopscotch) Congklak/ dakon (kalah/ a game using a tool consisting of several holes to put some small objects) Genukan (girls’ game pretending to keep rice container) Gobak sodor (go back through the door) Gundu (marble) Jago-jagoan (pretending a hero) Petak umpet (hide and seek) Titik betik/ pathok lele (baseball-like game with two pieces of sticks) Yoyo

No Research Place Name of Games

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2 Balap Pelepah Pinang (areca leaf racing) Cis (clapping hand) Dut- dut Kiradut (wasp trap-like game) Egrang (a game using bamboo or coconut shell) Gandon & Siguk (a game using stocks of pieces of brick or stone) Sliring Genting/ Slep dur (musical dance game) Sripat/ Lempar Batu di Air (throwing stone into the water) Uluk Umbul/ Bekel (a game using 5 pieces of small objects) 3 Bermain bola (football playing) Bekel (a game using 5 pieces of small objects) Dos- dosan (castle game) Dakon (kalah/ a game using a tool consisting of several holes to put some small objects) Engklek (hopscotch) Egrang (a game using bamboo or coconut shell) Gobak sodor (go back through the door) Istana pasir (sandy palace) Layang-layang (kite) Lompat tali/ ubil (jump rope) Panggalan/ gangsingan (spinner) Petak umpet (hide and seek) Permainan beteng (castle game) Ular naga (dragon-like game) 4 Balok (beam) Bermain air (water playing) Bermain bola (football playing) Engklek (hopscotch) Bermain pasir (sand playing) Bermain ciluk-ba (close and open the eyes) Bermain layang-layang (kite) Bermain peran (role playing) 5 Wonosobo regency Bekel (a game using 5 pieces of small objects) Congklak (kalah/ a game using a tool consisting of several holes to put some small objects) Gobak sodor/ galah asin (go back through the door) Jamuran (making a form of mushroom) Kasti (rounder) Kelereng (marble) Layang-layang (kite) petak umpet (hide and seek)

Based the result of survey, library study, and Focus Group Discussion with some parties as the preliminary research, we found that the playing activities in five research places have not yet focused on the multiple intelligence. In other words, there was no playing activity that meets the criteria. For example, bedil-bedilan (air gun toy) in Cilacap regency still did not cover all of the aspects of multiple intelligence. It only covers 5 intelligences out of 9. The other example is the balap pelepah pinang (areca leaf racing) in Banyumas only promotes 4 intelligences: visual-spatial, kinesthetic, interpersonal, natural intelligence. It means that the developed multiple-intelligence-based playing activity models, as the implementation of child-friendly schools, is a new innovation as there is no such model in disaster areas in Central Java. Researchers also integrated the basic competences form the 5 fields of development in the curriculum of early childhood education with the 9 indicators of multiple intelligences. For the strategy of development of multiple- intelligence-based playing activity models, we collect the data from direct observation, interview, and Focus Group Discussion. From these activities, we concluded that there were two steps in developing the multiple-intelligence-based playing activity models. The two steps are as follow: a. Empirically integrate the multiple intelligences into the playing activities. 2665

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b. Modify the procedures of multiple-intelligence-based playing activities. a. The example of the integration of multiple intelligences into the playing activities is described in the following figure:

Spiritual Intrapersonal Naturalist

Interpersonal Logic-

Games mathematics Kinesthetic

Visual- Linguistic Spatial Musical

Figure 2 Multiple Intelligences in Playing Activities

Based on the figure 2, it can be shown that bentengan game involves nine multiple intelligences: logic- mathematics, linguistic, musical, visual-spatial, kinesthetic, interpersonal, intrapersonal, naturalist, and spiritual intelligence. b. Modify the procedures of multiple-intelligence-based playing activities The modification of the procedures in multiple-intelligence-based playing activities was implemented in each unit of activity, which is elaborated as pre-activity, whilst activity, and post-activity. In each playing activity, children do not play the game as the original procedures but follow the additional activities in pre-activity, whist activity, or post- activity. Figure 3 is the modification of the procedures of playing activities:

Modification of Pre-activity

(Kec. Jamak)

Modification of whilst activity (Kec. Jamak) Modification of NAMA PERMAINAN whilst activity (Kec. Jamak)

Modification of post-activity ( Kec. Jamak) 2666

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Figure 3 Modification of the Procedures of Playing Activities

The other finding of this research is the initial model of the development of multiple-intelligence-based playing activities. Beside survey the research places in 5 disaster areas of Central Java, the model is also a result of Focus Group Discussion during the pre-model development until the design of the development model. The result of the initial model of multiple-intelligence-based playing activity models is shown in the following table:

Table 2 The Result of Initial Model of the Development of Playing Activities a. Cilacap Regency No Playing Activity Before Development After Development Names MI Procedure MI Procedure Aspects Summary Development Summary 1 Bedil-bedilan (air Logic- Preparing the Linguistic Start the activity by gun toy) math tools and Kinesthetic introducing the tools Musical materials for Intrapersonal and materials. Visual- bedil-bedilan Spiritual playing while having spatial from bamboo and gross motor exercise interperson the bullets from (locomotor, non- al water apple seeds. locomotor, natural Putting the bullets manipulative into the bedil- movement) bedilan. 2 Bentengan Logic- Determining the Spiritual Betengan starts with math castle, whistling Musical the rhythmic Kinesthetic as the symbol of Visual-spatial clapping. The Interperson game start, Intrapersonal children must al catching the Natural recognize their Linguistic opponents, position in the keeping the castle playing area. Can the from the enemy. children share stories about the game? In the original game, the player touches the opponent’s shoulder by using part of body (hand), in the modification one, however, the player touches by using a piece of bamboo. Players are required to recognize that bamboo is one of God’s creature.

3 Ciple gunung Visual- The player throws Logic- In the modification (hopscotch) spatial a gaco’ (a small mathematics game, player write Kinesthetic object) on the Linguistic down the numbers on Interperson picture of Musical the pattern of Ciple

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al engklek, and then Intrapersonal Introducing the tools jump using a leg Natural and materials first. following the Spiritual Player can sing pattern while his/her favorite song taking the gaco’ when he reaches the and go back to the middle of the pattern. start line. Players are required to recognize that the tools and materials are natural sources and God’s creature.

No Playing Activity Before Development After Development Names MI Procedure MI Procedure Aspects Summary Development Summary 4 Gobak Sodor (go Visual- Block opponents Logic- Start the playing back through the spatial from passing mathematics activity by counting 1 door) Kinesthetic through the last Linguistic to 3. Talk about the Interperson line back and Musical game. When the al forth. Intrapersonal children are blocking Natural the opponents, Spiritual children have to whistle. Asking the children to share their story on playing gobak sodor. Insert religious song after the game ends, and remind the children that human’s strength comes from God.

Based on the questionnaire result FGD with some related parties as the research subjects in the 5 regencies in disaster areas, which include Cilacap, Banyumas, Kebumen, Klaten, and Wonosobo regency, we found that the factors of the success of the development of playing activity models. a. Togetherness in local policy making. b. Awareness and cooperation of related institutions that concern with children's education. c. Local wisdom. d. Childhood is the playing phase. e. The tools and materials used in the playing activities should apply the principle of Fun, Safe, Useful, and Cozy. f. The raw material of the game is easy to obtain because it is available in the nature.

CONCLUSION Based on the preliminary research, we conclude that there is no playing activity that develop and apply the multiple- intelligence-based playing activities in disaster areas of Central Java (Cilacap, Banyumas, Kebumen, Klaten, and Wonosobo regency). It means that the developed model of playing activity is a new innovation in disaster areas in Central Java. In addition to the first conclusion, we decide to develop multiple-intelligence-based playing activity on the basis of early childhood curriculum development. Multiple intelligence becomes the basis of the development of playing activity models in the 5 research places. The developed model is proven to be developed according to the children’s growth phase since it has all characteristics of multiple-intelligence-based playing activity. The implementation of the 9 multiple intelligence aspects is manifested in the model development. 2668

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The development of playing activity models results in a conceptual model, in form of multiple-intelligence-based playing activity in disaster areas. It also produces a procedural model by which it not only yields a blue-print but also yields model design containing the procedures of the games with multiple intelligence indicators as the main focus.

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