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Eduvest � Journal
of Universal Studies Volume 2, Number 11, November 2022 p- ISSN
2775-3735- e-ISSN 2775-3727 |
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A SCIENCE-BASED MODIFICATION
OF THE BOI-BOIAN GAME TO STIMULATE SCIENCE PROCESS SKILLS IN EARLY CHILDHOOD |
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Rizka Maulia,
Euis Kurniati Universitas
Pendidikan Indonesia, Bandung, Indonesia |
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ABSTRACT |
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This study
aims to analyze the implementation of a science-based Boi-boian
game modification in stimulating Science Process Skills (SPS) in early
childhood. This learning innovation is expected to restore children's mental
health due to not inadequate play activities. In addition, this modification
is also expected to solve lost learning due to lack of stimulation during
online learning. The method used in this research is qualitative with the
research subject, namely a group of eight children in a kindergarten in Parongpong, West Java. Data collection was carried out by
audiovisual records and observation. Furthermore, the results of the data
were analyzed using six steps, including data collection, data organization,
reading the entire data, data coding, data interrelation, and interpretation
of meaning. The results show that the science-based modification of the Boi-boian game can invite children to explore, observe,
and solve problems. These activities stimulate the ability to predict, ask
questions, observe, classify, differentiate, measure, record, and communicate.
In practice, learning development can also stimulate the emergence of
critical and creative thinking skills in children. The emergence of various SPS
is supported by two factors, namely the four principles of learning science
in early childhood and classroom management. |
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KEYWORDS |
The Traditional Boi-boian
Game, Science Learning, Science Process Skills, Early Childhood |
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This
work is licensed under a Creative Commons Attribution-ShareAlike
4.0 International |
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INTRODUCTION
The spread of Covid-19 has had a broad impact on the education sector,
including in early childhood education. During the pandemic, governments in
many countries established policies that required students to do online
learning. The implementation of this policy has changed children's daily lives
which has an impact on their psychology. Christner et al. (2021) and (Egan et al. (2021) found that during online
learning, children miss playing with their friends and all their routines at
school. The situation made children bored, lonely, sad, and even became
tantrums (Milawati et al., 2022; Tabi, 2020). The
same thing was also found by Pisano et al. (2020) who examined attitude and psychological problems
during the lockdown period of 5989 children aged 4-10 years in Italy, that 54%
of children became irritable, 43% were lazy, 31% showed excessive anxiety, 21%
had tantrums, and 19% had sleep difficulty.
On the other hand, during online learning, not all family conditions
support the creation of an environment that is rich in stimulation. First, the
busyness of parents while working from home makes it difficult for them to
accompany their children, triggering parents to let their children play with
gadgets for hours (Ulfasari & Fauziah, 2021; Wardani & Ayriza,
2020). This certainly makes children lazy to do activities
and socialize (Rohayani, 2020). Second, low economic factors make it difficult for parents to facilitate an
educative environment so children's development is not optimal. Finally, the
low educational factor also causes parents to have difficulty in understanding
the psychology of children's learning, how to stimulate children according to
their development, how to provide appropriate rewards and punishment, and how
to deal with children's erratic moods. (Ambarita et al., 2021; Wiresti, 2020). This lack of
understanding triggers parents to guide their children under pressure or take
over their children's assignments so they can finish quickly (Rohayani, 2020). This mentoring crisis certainly
results in a lack of development of important abilities in children, such as
independence, problem-solving, fine and gross motoric skills, communication
skills, material exploration, and creativity (Egan et al., 2021).
The existence of mental health issues and lost learning that may occur in
children during the lockdown period should be of concern to educators to
arrange appropriate learning activities during the new normal period. Cahapay (2020) emphasizes that face-to-face learning for early
childhood in the new normal period apart from paying attention to health
protocols must be useful in nature. Utility means that the curriculum must
consider the learning content needed now and in the future. It means that the
new normal curriculum must facilitate learning activities that can support
children recover from the psychological impact of the pandemic while at the
same time preparing children for future challenges. Thus, during the new normal
period, teachers are required to accommodate learning activities that are not
only appropriate to health protocols (Diana & Rofiki, 2020; Putri & Wulansari,
2021), but also deliver fun
activities and stimulates 21st-century skills, such as critical
thinking, communication, and problem-solving (Panda et al., 2021; Rogers, 2022).
Conditions in the field show that not all teachers can accommodate playing
activities when face-to-face meetings are implemented. Based on observations in
a kindergarten in Bandung, the researchers found that instead of the teacher giving
children opportunities to play, interact, and explore, they actually used it to
pursue math and reading skills that were left behind during the online learning
period. The same thing was also found by Putri & Wulansari (2021) that during the new normal era, teachers often used
the storytelling method and gave assignments that were one-way. They reported
that limited time, infrastructure, and limited teacher skills made it difficult
for teachers to provide proper learning during the new normal period.
These problems show the need to develop learning methods during the new
normal period which is not only provide opportunities for children to play and
interact, but also stimulate various important skills. Modification of the
science-based Boi-boian game can be an alternative. First, the Boi-boian game
can make children keep their distance because it is played outdoors and does
not invite children to crowd around for a long time. Second, the game is very
fun (Adi et al., 2020) and encourages all children to
be active (Rahmawati & Reza, 2014; Rosyidin & Kumaat,
2021). Finally, the elements of
science included in these traditional games can stimulate various science
process skills (SPS) in children which are closely related to 21st-century
skills, such as the ability to predict, compare, classify, sort, solve
problems, and communicate. It is hoped that these characteristics will not only
restore children's mental health, but also solve lost learning that occurs due
to lack of stimulation during online learning. In addition, the implementation
of the traditional game as a learning method at schools can also help revive
and preserve Indonesia's cultural heritage.
However, researches that focus on studying the development of
science-based Boi-boian traditional game in early childhood is still very
limited. In previous research, the modification of the Boi-boian game was aimed
to introduce geometric shapes to kindergarten (Rahmawati &
Reza, 2014), study
triangular shapes in elementary children (Nurjanah &
Nur'aeni, 2020), form the
character of elementary children (Lusi'ani &
Khusumadewi, 2008), improve gross
motoric skills of early childhood (Purwanti, 2020), and develop basic movement
skills of elementary children (Ribarto et al.,
2006). In addition to different
learning objectives, several steps of the Boi-boian game in this study are also
different from the five studies above. The element of science learning in the
Boi-boian game that the researchers have developed. This innovation is expected
to be a solution to the issues of mental health and lost learning during the pandemic.�
The need to develop learning methods during the new normal period and the
limited relevant researches invites the author to conduct this research. Thus,
this study aims to analyse the implementation of the modification of science-based
Boi-boian game in stimulating science process skills in early childhood.
RESEARCH
METHOD
Furthermore, all research data were analyzed using the
procedure described by Croswell (2015, p.236) as
follows:
(1) Collection of all data with audiovisual records,
observation, and interview
(2) Preparation of data analysis by changing all data into
transcripts
(3) Read the entire data
(4) Coding data into themes and descriptions, namely
classifying data into eight categories of science process skills (SPS) and
building descriptions for each category
(5) Interrelation of themes and descriptions, namely
connecting each SPS category with its description
(6) Interpretation of data, namely combining the results
of analysis with relevant theory or research to create a certain meaning
The learning that is applied to stimulate the SPS is
the Boi-boian game.
Boi-boian is a traditional game originating from West Java. In
general, this game is played by 5 to 10 children who are divided into two
groups: groups of players and guards (Ribarto et al., 2006). Media commonly used in this game including: tile or
wooden blocks and balls (Astuti, 2018). In this study, the modification will be made to the media and steps of
the game.
First, the media used is a circle tower (wooden blocks
that have a gradation in size, the higher up the smaller the blocks). Likewise,
for balls, the balls provided have different masses, including paper balls,
volleyball balls, rubber balls, and cloth balls. In addition, there are also unstandardized
scales and worksheets to support science learning. The learning media can be
seen in Figure 1.
(a)������������������ ����� ����� �(b)����������������� �� �������� (c)������������������ �������� ���(d)
Figure
1
The media:
(a) circle tower; (b) balls; (c) unstandardized scales
and blocks; (d) worksheet
Second, the modification of the science-based Boi-boian game is designed based on the principles of
science learning in early childhood, including: being fun (Yoon & Onchwari, 2006), involving exploratory and investigative activities (Kelly & Stead, 2015), more emphasizing process than results (an abstract
concept) (Harlen & Qualter, 2009), and maximizing the use of the five senses (Inan & Inan, 2015; Martin et al., 2005). The stages of the Boi-boian game can be seen
in table 1. In practice, the science-based Boi-boian
game activities are carried out in two days because the learning duration for
the new normal is shorter than usual. On the first day, the children are given Boi-boian game activities while the activities on the
second day are investigation and problem-solving related to the first day.
Table
1
Comparison
of Original and Modified Boi-boian Traditional Games
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Original Boi-boian Game Steps�
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Modified Boi-boian Game Steps |
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1. |
Children are divided into two groups
(players and guards) |
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3. |
The group of players throws the ball into
the pile of tiles |
Before throwing the ball, the group of
players must choose which ball to use to collapse the circle tower. |
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4. |
When the tile
collapsed, the group of players ran to avoid throwing balls from the guard
group. At the same time, the group of players must also work together to
rearrange the tiles. On the other hand, the guard group is in charge of
guarding the tiles by throwing the ball at the players who are trying to
arrange the tiles. |
The steps are
almost identical to the original version, except that groups of players have
to arrange a circular tower from largest to smallest. |
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5. |
The player hit by the ball is not allowed to
continue the game. If all players are hit by the ball, they lose. The group
of guards will have their turn to play. |
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6. |
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Investigative
activities: a.
The teacher gives a problem, namely which
ball has the greatest power to tear down the tower. Then, the teacher invites
the child to predict the answer. b.
The teacher invites children to explore the
media. In this case, the teacher arranges three tables for different media,
namely: the ball and tower; the scales and blocks; and the worksheet.
Children in groups are allowed to play with the media for 5 minutes/table. c.
The teacher gives children an opportunity
to ask questions, then the teacher explains that to solve the problem at the
start, they have to find out which ball is the heaviest and the lightest. d.
The teacher demonstrates the use of media
(scales and worksheet) e.
The teacher allows children to practice how
to weigh and record it in the worksheet f.
The teacher directs the children to sort
the balls from the lightest to the heaviest g.
The teacher invites the children to throw
the ball into the tower sequentially from the lightest to the heaviest balls. h.
The teacher helps children conclude that
the heavier an object is, the greater the pushing force. |
RESULT AND
DISCUSSION
Based on the results of observations, the children seemed to enjoy and
have fun playing Boi-boian. They looked happy, running freely, laughing out
loud when they managed to avoid throwing the ball, and cheered when they
managed to reassemble the circle tower.
Besides being fun, the Boi-boian game is also rich in scientific experiences. This can be seen from the emergence of various SPS which can be seen in table 2.
Table 2
Observation Table of Science Process Skills (SPS)
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Day |
SPS |
Activity |
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Day 1 |
Observation |
Observing the game demonstration and selecting
the balls |
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Prediction |
Selecting a ball |
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Differentiate |
Selecting a ball |
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Day 2 |
Observation |
Observing the media |
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Ask |
Observing the media |
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Experiment |
Measuring the weight of balls and throwing the balls |
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Measure |
Weighing the balls |
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Differentiate |
Counting the number of blocks |
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Classify |
Counting the number of blocks |
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Record |
Recording findings to the worksheet |
Table 2 shows that more SPS appeared on the second day than that on the first day. On the first day, the SPS that appeared in children included: observing, predicting, and differentiating. On the second day, SPS on the first day reappeared on the second day,
except for the prediction skill. On the second day, the learning activity developed the ability to observe, ask questions, experiment,
measure, differentiate, classify, record, and conclude. In addition, based on
table 2, it can also be seen that one activity can stimulate more than one SPS, such as selecting a ball. �Besides raising the observation
skill, the game also stimulated the prediction and differentiation skills.
Moreover, the
science activities on the second day also triggered the emergence
of critical and creative thinking skills. First, children showed critical thinking when they figured out which ball was heavier. They put forward their idea in a simpler way. They directly
compare the two balls on the scales so that they could
see which ball was heavier. Second, children's creativity emerges when they were allowed to play with the media. There were children making various buildings from blocks, weighing objects around them with scales, playing with wheels with circle towers, and playing bowling using balls and blocks.
At the beginning of the core activities, the researcher also used the free-play strategy. Free play is a classroom management strategy by giving
children the opportunity to play with the media before entering the core activities. This
strategy is carried out by three steps, including arranging tables
to store different media; directing children to play at each table alternately and in
groups; making an agreement about the play
duration for each group. Based on the observations, this
strategy succeeded in creating a conducive classroom where there was a minimal distraction from children playing media so that they could
participate in all activities in an orderly manner. The class condition was conducive because children's curiosity about media has been channeled at the
beginning of activities when they were playing freely.
Based on table 2, it can be concluded that the activities on the
second day can stimulate more SPS than the activities on the first day because the core
of science activities is on the second day. On the first day, children were invited to do play activities that contained problems. The problem was solved on the second day.
In other words, on the second day, children were invited
to carry out problem-solving investigations through exploration, experiment,
measurement, and proofment. These whole processes triggered the emergence of various scientific process skills.
In more detail, the emergence of SPS could be seen in the following discussion.
1.
The Observation
Skill
On the first day, the observation
skill appeared in the game demonstration
and ball selection activities. During the demonstration, the researcher asked,
�Do all the wooden blocks in the tower have the same size? Please hold them! ". Then in the activity of selecting
balls, the researcher also directed children
to compare the balls first, "Please compare one ball with the others before you choose a ball!". Based on
the observations, such directions encouraged
children to identify the ball and the tower not only by seeing, but also by touching it. It is as
described by Martin
et al. (2005) that the observation is the ability to use various
senses to gain information.
The children's observational abilities
reappeared on the second day when they observed the
media, such as towers, balls, scales, and worksheets.
On the second day, the researchers implemented the free-play strategy to have conducive science activities. Before entering the
main activity (investigation), the researchers
gave the children an opportunity to
play with the media they would use. In this case, the researchers arranged three tables with each table
containing different media, namely ball and circle tower; scales and wooden blocks; and worksheet.
On this occasion, they were free to explore them (observing, touching, and playing the media
within an agreed timeframe).
After free play, they also agreed to focus on learning activities.
Based on observations supported also by the literature, the strategy of free-play provides many
benefits. First, the free play strategy is effective in helping children focus
on learning because their curiosity about the media has been channeled (Nugraha, 2005). While some children are tempted to play with the
media again when the researcher gives an explanation, they can easily follow
the researcher's directions to return to listening to the explanation.
Involving children in making learning agreements makes it easier for them to be
disciplined in rules. Second, the free play strategy can develop children's
creativity (Andayani,
2021). Some
children made buildings from
blocks, played bowling with balls, and weighed any objects
around the child in their way. Third, the free play strategy supported by
interesting media can encourage children to make observations (Brunton
& Thornton, 2014; Campbell et al., 2012; Oliver, 2006). Based on the
results of observations, after the
exploration activity, there was a child
who mentioned the materials of the
artificial scales. His explanation then
invites other friends to identify the materials of the
scales and correct their wrong answers. This reconfirms the explanation earlier
that the interesting element in learning activities has an important role in forming
children's intrinsic motivation so that children can be actively involved in
activities (observation) initiatively. (Kelly
& Stead, 2015; Musfiroh, 2014)
2.
The Prediction Skill
Predictive abilities appear when children selected a ball. Brunton
& Thornton, (2014) explained
that it is important to stimulate children
the
prediction skill so
children learn to think logically based on the results of the observations. Therefore it is important to ensure that
they guess based on the results of observations, not because they followed their friends' choices. There were three ways to ensure it: directing children to compare one ball
with another before choosing a ball; explaining that
his friend's guess is not necessarily correct; as well as inviting the children
to select a ball first then start the game.
However, some children did not follow the
directions so they did not make observations and selected balls quickly. Unlike most children, they
seemed to think for a moment after comparing the balls, then made their
decision.
Responding to the case above, the
researchers tried to ask a
teacher to confirm whether they usually do this. There is interesting
information that the broken home
factor made her withdraw from the environment. It was also found by
Sary
(2022) that 16 children aged 4-6 years having divorced
from their parents
caused them to be embarrassed to play with their friends because they were afraid of
being made fun of so they withdrew from the association. It was also same as the child in the class that she was also
reluctant to communicate and did not want to participate in class activities.
The researchers then asked about her preferences and it turned out that her hobby is
drawing. Knowing this, the researchers tried to offer
her a paper to draw on. Enthusiastically, she took the paper and other drawing tools.
In this regard, Campbell
et al. (2012) explained
that science activities in early childhood do not always have to be done
through experiments with certain media, but
science activities actually can be carried
out in informal learning, such as playing with blocks, cooking, playing on the
beach, repairing toys, including drawing activities. Chang
(2012)
explains
that when a child draws, the child must observe
the details of the object to be drawn, records
his identification in the form of an image, compares
the results of the image with the original object, criticizes what parts do not resemble the original
object, and allows for problem-solving when he finds it difficult to make
the image match the object. In addition, various studies also emphasize that it
is important for teachers to facilitate learning activities according to the interests and needs of children (Brunton
& Thornton, 2014; Oliver, 2006; Santrock, 2010; Wortham, 2006). Therefore,
researchers try to provide science activities to the child
according to their interests (drawing).
3.
The Ask Skill
The ability to ask appeared after the child made observations of the media. These
questions include "What is this ball made of?" and �How do I make
these scales?�. This ability is relatively less common in children, although
researchers try to stimulate it by asking, "Anything you want to
ask?" and �Anything you want to find out after looking at the ball?�.
Based on the literature review, there are two possible factors regarding the skill. First, Brunton
& Thornton (2014) explained
that not all children use words to express their curiosity. Second,� Santrock (2010) added that
communication skills that are still not well developed can trigger children's
difficulties in conveying ideas or curiosity.
4.
The Experiment Skill
The child's experiment ability appeared
in the activity of weighing and throwing the ball. When the child weighed the ball, the child was actively involved in trying to balance
the two baskets by adding and removing the blocks
until the basket of blocks was balanced
with the ball basket. In this weighing activity, children's observational
abilities were also stimulated again so that children were
encouraged to observe the yellow line which is an indicator of balance.
5.
The Measurement Skill
In early childhood,
measurement activities are carried out using non-standard standards, such as
spans, cubits, fathoms, and footsteps (Brunton
& Thornton, 2014). In this activity, the non-standard
standard used was the number of blocks. At the time of
weighing, one of the children found a creative
idea regarding
how to find out which ball is heavier and which is lighter. She explained
that we can also figure out which
ball is heavier by directly comparing two balls on the scale (each basket
contains one ball) so we can see
the results immediately. Hearing this creative and critical idea, the
researcher immediately appreciated it and allowed him to put his idea into practice. Then the researcher
resumed the activity of weighing the ball with a block. This is not because the
child's idea was wrong, but because these activities will support the achievement of learning
objectives.
6.
The Record, Differentiation, and Classification Skills
The results of the scales were recorded in the worksheet.
As shown in Figure 1. the worksheet contains
children's activities recording the results of weighing in a table, sorting the
number of blocks from the smallest to the largest, sorting the balls that have
the smallest to the largest number of blocks, and finally determining which the ball has the greatest pushing force,
whether the ball with the smallest or largest number
of blocks.
Through the worksheet, children will be encouraged to record, identify, differentiate, and classify.
These four abilities will appear sequentially. When children classified objects, children would identify similarities and differences
then group them based on certain characteristics (Brunton &
Thornton, 2014). Furthermore, the
results of grouping were recorded in the worksheet (Chang,
2012). In this
activity, the ability to classify appeared
when the child counted the number of
blocks in the weighing basket. The block used has
three types of shapes, namely rectangles, squares, and triangles. First, the
child differentiated each type of
block in the weighing basket, then grouped
the blocks according to their shape, then recorded
them in the table. In this activity, to make it easy for children, weighing and
recording can be done together with the teacher then giving children an opportunity to do it independently for the other balls.
In addition to the four abilities above, the worksheet can also stimulate children to
think critically. When the researcher demonstrated the use of the worksheet and asked "Can we record the
results of the rubber ball scales in the first row?". For a moment the
children seemed to think and one child then replied "No, since the first row is for cloth balls".
Getting this critical answer, the researcher immediately gave a thumbs up and
praised him. In this
case, Harlen
& Qualter (2009) and Nurmawanti
et al. (2021) explained
that science learning can develop
children's thinking skills.
The next activity is to interpret the record. Researchers helped children
understand that the ball has the most
blocks is the heaviest ball and vice versa. After the children
understood it, they were asked to sort the balls from the lightest to the
heaviest one. Finally, children are directed to test their guesses by throwing balls
in sequence from the lightest to the heaviest balls.
7.
The Communication
Skill
The last science process skill is
concluding. During the review, the children were able to tell what they had done. However, they found
it difficult to explain what they already
knew, so the researchers helped
arrange the words and stopped several times to give them
a chance to complete the sentences. In Vygotsky�s
theory, this role is scaffolding which is temporary
support to help children master a task (Santrock, 2010;
Wortham, 2006).
This support will decrease as the child's skills increase. The concept
of scaffolding is important in learning because temporary assistance can help
children build their understanding systematically
and coherently
(Etnawati, 2022; Hong & Diamond,
2012; Nurtaniawati, 2017).
The emergence of various important
abilities, not only science process skills but also 21st-century abilities (critical and creative
thinking) in the learning activity shows that the
development of this game can be alternative learning to
overcome problems, such as mental health and lost
learning.�
CONCLUSION
Online learning that has been applied to early childhood for almost two
years has had an impact on the emergence of various problems. Various studies
have reported that during the lockdown period many young children were affected
by mental health and lost learning. These two issues are the main
considerations in the development of science-based Boi-boian
games. Based on the observations, the active play element attached to the Boi-boian game makes the children happy and happy during
the activity. On the other hand, the addition of science learning in Boi-boian games makes this fun game stimulate various
important abilities, such as thinking skills and science process skills. The
thinking skills are critical and creative thinking while the science process
skills include: the skill of observation, prediction, asking questions, experiment,
measurement, recording, differentiation, classification, and communication.
Even so, there are also abilities that are not yet optimal in children, namely
the ability to ask questions and conclude. In the implementation process, the
emergence of various important abilities is supported by two factors, namely
the principles of science learning and classroom management strategies. The
modification of the science-based Boi-boian game was
designed based on four principles, namely being fun, maximizing the use of the
five senses, involving exploration and investigation activities, and
emphasizing process more than results. In addition, various strategies are also
used to support learning activities. These strategies include taking an
emotional approach to children, implementing free play strategies, and
accommodating children's interests and needs in learning activities.
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