Perbandingan Kemampuan Problem Solving pada Anak Usia 4-5 Tahun Antara Stimulasi Bermain Terstruktur dan Bermain Bebas di Kota Denpasar

Sindy Firdaus; I Gede Eka Juli Prasana; Indah Pramita; Sayu Aryantari Putri Thanaya

doi:10.31004/koloni.v5i2.914

Authors

Sindy Firdaus Universitas Udayana
I Gede Eka Juli Prasana Universitas Udayana
Indah Pramita Universitas Udayana
Sayu Aryantari Putri Thanaya Universitas Udayana

DOI:

https://doi.org/10.31004/koloni.v5i2.914

Keywords:

Children aged 4–5 years, cognitive development, free play, problem-solving, structured play stimulation.

Abstract

Problem-solving ability is a part of cognitive development that plays an important role in children’s ability to think, understand, and solve simple problems according to their developmental stage. Technological advancement has led to increased gadget use among early childhood children, which may reduce play activities and potentially result in suboptimal cognitive development, including problem-solving abilities. Children aged 4–5 years are in the early preschool phase, a crucial period in development, where appropriate play stimulation is needed to support cognitive growth. Structured play stimulation provides goal-directed activities aligned with developmental objectives, while free play allows children to explore independently. Objective: This study aimed to compare problem-solving abilities among children aged 4–5 years who received structured play stimulation and those who engaged in free play activities in Denpasar City. Methods: This study used an analytical observational design with a comparative cross-sectional approach. The sample consisted of 140 children aged 4–5 years divided into two groups using purposive sampling technique. Problem-solving ability was measured using the Ages and Stages Questionnaire-3 (ASQ-3) problem-solving domain, while the Dimensional Change Card Sort (DCCS) was used as a control variable. Statistical analysis was performed using the Mann–Whitney U test. Results: A significant difference in problem-solving ability was found between the structured play group and the free play group (p=0.003), with the structured play group showing a higher mean rank (78.69) compared to the free play group (62.31). Conclusion: There was a significant difference in problem-solving ability among children aged 4–5 years between the structured play group and the free play group. Structured play stimulation demonstrated better outcomes in supporting problem-solving abilities among preschool-aged children.

References

Aghnaita. (2017). Perkembangan Fisik-Motorik Anak 4-5 Tahun Pada Permendikbud no. 137 Tahun 2014 (kajian konsep perkembangan anak) Aghnaita. Jurnal Pendidikan Anak, 3(2), 2017. http://ejournal.uin-suka.ac.id/tarbiyah/alathfal

Amiliya, R., Dryas, A. M., Diniyah Pekanbaru, S., & Perwira Selakambang, T. (2020). Pembelajaran Berbasis Alam untuk Kemampuan Problem Solving Anak Usia Dini. https://ejournal.stai-tbh.ac.id/index.php/mitra-ash-syibyan

Cankaya, O., Rohatyn-Martin, N., Leach, J., Taylor, K., & Bulut, O. (2023). Preschool Children’s Loose Parts Play and the Relationship to Cognitive Development: A Review of the Literature. In Journal of Intelligence (Vol. 11, Number 8). Multidisciplinary Digital Publishing Institute (MDPI). https://doi.org/10.3390/jintelligence11080151

Ellan, Muiz, D. A. L., & Nurlela, A. (2022). Analisis Penggunaan Media Wooden Building Blocks untuk Kecerdasan Visual-Spasial dalam Mengenal Bentuk Geometri. Jurnal Cikal Cendekia, 3(1), 38-49

Febriani, A., & Diansyah, A. (2024). Analisis Pertumbuhan dan Perkembangan Anak Usia 4-5 Tahun di Kota Pekanbaru. In Jurnal Kesehatan Ilmiah Indonesia (Indonesian Health Scientific Journal (Vol. 100, Number 1).

Hulu, A., Indah, P., Laia, S., Sagala, T., Panjaitan, T. A., Indah, K., Purba, R., & Nababan, F. (2025). Perkembangan Kognitif Anak Usia Dini Usia 5-6 Tahun di TK Cerdas Ceria. Jurnal Pendidikan Agama Kristen Dan Katolik, 2, 180–184. https://doi.org/10.61132/sabar.v2i1.554

Junnatul, M., Heru, A., & Jatimi, A. (2024). Peran Orangtua Terhadap Penanggulangan Kecanduan Gadget Pada Anak Usia Prasekolah. In Indonesian Health Science Journal.id (Vol. 4, Number 1). http://ojsjournal.unt.ac

Kmetová, M., & Nagyová Lehocká, Z. (2021). Using Tangram as a Manipulative Tool for Transition Between 2D and 3D Perception in Geometry. Mathematics, 9(18), 2185. https://doi.org/10.3390/math9182185

Lestari, L. D. (2020). Pentingnya Mendidik Problem Solving pada Anak Melalui Bermain. In Jurnal Pendidikan Anak (Vol. 9, Number 2).

Li, X., Zhang, X., Zhao, Y., Zhang, L., & Shang, J. (2023). Exploring the Role of Learning Through Play in Promoting Multimodal Learning Among Children: a Pilot Study in Chinese First-Tier Cities. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1103311

Ma, C.-H., Lu, C-L & Shih, H.-C (2023). Vision- Based Jigsaw Puzzle Solving with a Robotic Arm. Sensors, 23(15), 6913. https://doi.org/10.3390/s23156913

Maharani, L. P., Fitrianur, W. L., Zuhro, D. F., & Suminar, E. (2025). Hubungan Penggunaan Gadget dengan Perkembangan Kognitif Sosial Anak dalam Pencegahan Stumtiing di TK Aisyiyah Bustanul Athfal 09 Sidayu. JSPA : Jurnal Stunting Dan Aplikasinya, 4(1), 2025. https://doi.org/10.36990/jspa.v4i1.1701

Marvika, B., Lian, B., & Selegi, S. F. (2023). Development of Maze Learning Media in Indonesian Language Learning Strorytelling Material. Journal of Social Work and Science Education, 4(3, Spesial Issue), 214-222

Nursakinah, & Ramdani, R. (2022). Analisis Kemampuan Pemecahan Masalah Matematika Siswa Ditinjau dari Jenis Kelamin pada Siswa Kelas VIII (Vol. 1, Number 1).

Oktaviany, F., Hafidah, R., & Dewi, N. K. (2021). Profil Kemampuan Problem Solving Anak Usia 4-5 Tahun (Vol. 9, Number 3). https://jurnal.uns.ac.id/kumara

Pamungkas, J., Syamsudin, A., Universitas, H. R., & Yogyakarta, N. (2025). Stimulasi Perkembangan Anak Berbacis Inovasi Permainan Ber HKI Prodi PG PAUD UNY. 5(1). https://jurnalfkip.unram.ac.id/index.php/JMP/index

Pekdogan, S., & Akgul, E. (2021). Decision-making as a Predictor of Problem-solving Skills in 5-6-year-old Children. Journal of Education and Future, (19), 25–35. https://doi.org/10.30786/jef.635246

Postlewaite, E. L., & Massie, C. (2025). Implementing the Ages and Stages Questionnaire in a Montessori Setting Implementing the Ages and Stages Questionnaires in a Montessori Setting.

Pratiwi, N., Nurani, Y., & Novianti, R. (2023). Implementation of Project-Based Play Activities in Early Childhood Character Stimulation. 18(1). https://doi.org/10.21009/JIV.182.7

Rahmawati, G. M., Rudiyanto, R., & Kurniawati, L. (2024). Upaya Guru dan Kepala Sekolah Raudhatul Athfal dalam Mendukung Kebijakan Transisi PAUD ke SD. Aulad: Journal on Early Childhood, 7(3), 678–683. https://doi.org/10.31004/aulad.v7i3.752

Rantina, M., Hasmalena, H., & Nengsih, Y. K. (2020). Stimulasi Aspek Perkembangan Anak Usia 0-6 Tahun Selama Pandemi Covid- 19. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(2), 1578–1584. https://doi.org/10.31004/obsesi.v5i2.891

Raudhati, S. (2022). Perkembangan Anak Usia Prasekolah di TK Ash Shafiyah Kabupaten Bireuen Development of Preschool Age Children in Ash Shafiyah Kindergarten Bireuen District. In Journal of Healtcare Technology and Medicine (Vol. 8, Number 2).

Sari, W. P., Auliya, P., & Wahyuni, S. (2025). Strategi Stimulasi Kognitif Berbasis Bermain untuk Anak Usia Dini. JOECE: Journal of Early Childhood Education, 2(1), 48. https://doi.org/10.61580/joece.v2i1.168

Schäfer, J., Reuter, T., Leuchter, M., & Karbach, J. (2024). Executive Functions and Problem Solving The Contribution of Inhibition, Working Memory, and Cognitive Flexibility to Science Problem Solving Performance in Elementary School Students. Journal of Experimental Child Psychology, 244. https://doi.org/10.1016/j.jecp.2024.105962

Sitorus, R., Siregar, K., & Sari, R. (2025). The Role of Play Based Learning in Early Childhood Development. Educia Journal, 3(1), 1–14. https://doi.org/10.71435/610424

Squires, Jane., Bricker, D. D. ., Twombly, Elizabeth., & Potter, LaWanda. (2009). Ages & Stages Questionnaires : a Parent-Completed Child Monitoring System. Paul H. Brookes Publishing Company.

Syadiah, H. M., & Rizawati. (2021). Menstimulasi Anak Usia 5-6 Tahun untuk Memecahkan Masalah dengan Kegiatan Permainan Tradisional di Rumah Bersama Orang Tua Siswa RA Ar-Rayhan Jati Mekar Kota Bekasi. Jurnal Pendidikan Tambusai.

Umiyati, W., & Anti, I. (2024). Stimulasi Peningkatan Kemampuan Problem Solving pada Anak Usia 4-5 Tahun melaui Media Busy Jar.

Utami, R. A., Mastuti, N. L. P. H., & Agustasari, K. I. (2022). Literature Review: Hubungan Antara Riwayat Kelahiran Prematur dengan Tingkat Kecerdasan Intelektual (Intelligence Quotient - IQ) pada Anak Usia Sekolah Dasar. Journal of Issues in Midwifery, 6(1), 26–42. https://doi.org/10.21776/ub.JOIM.2022.006.01.3

Wahyuni, F., & Azizah, S. M. (2020). Bermain dan Belajar pada Anak Usia Dini. Al-Adabiya: Jurnal Kebudayaan Dan Keagamaan, 15, 159–176. https://doi.org/10.1080/00222216.1990.11969821

Yue, A., Jiang, Q., Wang, B., Abbey, C., Medina, A., Shi, Y., & Rozelle, S. (2019). Concurrent Validity of the Ages and Stages Questionnaire and the Bayley Scales of Infant Development III in China. PLoS ONE, 14(9). https://doi.org/10.1371/journal.pone.0221675

Yuriansa, A. (2022). Kemampuan Problem Solving pada Anak Usia Dini melalui Bermain Pola (Pattern) di PAUD Arrasyid Kajhu Kecamatan Baitussalam, Aceh Besar.