Development of Snake and Ladders Learning Media for the Introduction and Management of Basic Emotions in Children Aged 2–4 Years

Authors

  • Christine Dewiyani Universitas Panca Sakti Bekasi
  • Imamah Imamah Universitas Panca Sakti Bekasi
  • Sukiman Sukiman Universitas Panca Sakti Bekasi

DOI:

https://doi.org/10.31000/ceria.v15i1.15030

Keywords:

Learning media, snake and ladders, basic emotions, early childhood

Abstract

This research aimed to develop and test the feasibility of snakes and ladders learning media to help children aged 2–4 years recognize and manage basic emotions at SPS Negeri Bale Bermain Cendkia Kemayoran. Using the Four-D model (Define, Design, Develop, Disseminate), the define stage found that 75% of children struggled to identify emotions, 80% lacked adaptive management strategies, and 70% could not express emotions proportionally. In the design stage, a jumbo floor game (200x200 cm) with supporting components was created. At the develop stage, validation by three experts (subject, media, and early childhood practitioner) scored 97.67/120 (81.39%), categorized as “Valid.†Limited trials with 30 children showed average pre-test scores of 30.33 (42%) and post-test scores of 49.07 (68%), reflecting a 26% increase and a gain score of 0.45 (“Lowâ€). The highest improvement appeared in emotion recognition with a gain score of 0.54 (“Mediumâ€). In the disseminate stage, socialization and implementation assistance were conducted across early childhood institutions in Kemayoran District. Overall, this research produced valid and effective snakes and ladders media, proven to support children in recognizing and managing basic emotions through fun, interactive play.

Downloads

Download data is not yet available.

References

Aprilia, P. N., Khoirunisa, F. S., Husna, A. M., & Asri, M. M. (2023). Pembelajaran matematika sekolah dasar dengan model dan media inovatif. Semarang: Cahya Ghani Recovery.

Elfiadi. (2016). Bermain dan permainan bagi anak usia dini. ITQAN: Jurnal Ilmu-Ilmu Kependidikan, 7(1), 51–60.

Fransisca, R., Wulan, S., & Supena, A. (2020). Meningkatkan percaya diri anak dengan permainan ular tangga edukasi. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 4(2), 630–638. https://doi.org/https://doi.org/10.31004/obsesi.v4i2.405

Goleman, D. (2020). What people (still) get wrong about emotional intelligence. Harvard Business Review, 1–5.

Gross, J. J. (2015). Emotion regulation: current status and future prospects. Psychological Inquiry, 26(1), 1–26. https://doi.org/https://doi.org/10.1080/1047840X.2014.940781

Hayati, S. N., & Putro, K. Z. (2021). Bermain dan permainan anak usia dini. Generasi Emas: Jurnal Pendidikan Islam Anak Usia Dini, 4. https://doi.org/https://doi.org/10.25299/jge.2021.vol4(1).6985

Khomsin, & Rahimmatussalisa. (2021). Efektivitas media permainan ular tangga untuk meningkatkan kemampuan mengenal kosakata bahasa Inggris pada anak usia dini. Jurnal Pendidikan Anak, 10(1), 25–33.

Miles, M. B., & Huberman, A. M. (1994). In qualitative data analysis: An expanded sourcebook.

Moeslichatoen, R. (2021). Metode pengajaran di taman kanak-kanak. Jurnal Teknologi Informasi Dan Ilmu Komputer.

Putri, M. A., Darmiyanti, A., & Putri, F. E. (2022). Pengaruh media permainan ular tangga raksasa terhadap kepercayaan diri anak usia dini 5-6 tahun di RA Modern Asshofwan Klari Karawang . Jurnal Pendidikan dan Konseling (JPDK), 4(4), 5274–5280.

Rofi’ah, U. A., Hafni, N. D., & Mursyidah, L. (2022). Sosial emosional anak usia 0-6 tahun dan stimulasinya menurut teori perkembangan. Az-Zahra: Journal of Gender and Family Studies, 3(1), 41–66. https://doi.org/https://doi.org/10.15575/azzahra.v3i1.11036

Safari, G., & Oktaviani, N. (2019). Pengaruh permainan ular tangga terhadap kemampuan sosial anak usia dini. Healthy Journal, 7(1), 30–37.

Santrock, J. W. (2018). A tropical approach to life-span development (ninth edition). McGraw-Hill Education.

Satriana, M., Haryani, W., Jafar, F. S., Maghfirah, F., Sagita, A. D. N., Sopia, S., & Septiani, F. A. (2022). Media pembelajaran digital dalam menstimulasi keterampilan literasi anak usia 5-6 tahun. Jurnal Pendidikan Anak Usia Dini Undiksha, 10(3), 408–414.

Ulfa, N. M. (2020). Analisis media pembelajaran flash card untuk anak usia dini. GENIUS: Indonesian Journal of Early Childhood Education, 1(1), 34-42. https://doi.org/10.35719/gns.v1i1.4

Wiresti, R. D., & Na’imah, N. (2020). Aspek perkembangan anak: urgensitas ditinjau dalam paradigma psikologi perkembangan anak. Aulad: Journal on Early Childhood, 3(1), 36–44. https://doi.org/https://doi.org/10.31004/aulad.v3i1.53

Downloads

Published

2026-01-23

Issue

Vol. 15 No. 1 (2026): Ceria Jurnal Pendidikan Anak Usia Dini

Section

Articles

License

Authors who publish with Ceria: Jurnal Pendidikan Anak Usia Dini agree to the following terms: Authors retain copyright and grant the Ceria: Jurnal Pendidikan Anak Usia Dini right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material) the work for any purpose, even commercially with an acknowledgement of the work's authorship and initial publication in Ceria: Jurnal Pendidikan Anak Usia Dini. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Ceria: Jurnal Pendidikan Anak Usia Dini. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).