Efektifitas Brain Gym Double Doodle And Cross Crow Terhadap Perkembangan Kognitif Anak Usia 4-5 Tahun Effectiveness of Brain Gym Double Doodle and Cross Crow on the Cognitive Development of Chlidren Aged 4-5 Years Old
Article Sidebar
Main Article Content
Abstract
Cognitive development in early childhood is a critical foundation for learning success. However, data show that many Indonesian children under five have not reached their optimal cognitive potential. One method of stimulation that can be applied is Brain Gym exercises, specifically double doodle and cross crow movements.
This study applied a quasi-experimental pretest-posttest design without a control group. A total of 21 children aged 4–5 years at Dharma Wanita 1 Darungan Kindergarten were selected using total sampling. The intervention lasted two weeks, consisting of 4 sessions of Brain Gym double doodle (30 minutes) and 4 sessions of cross crow (15 minutes). Cognitive development was measured using observation sheets and analyzed using the Wilcoxon test.
Results: Before the intervention, most children (81.0%) had fair cognitive development. After the intervention, the majority (90.4%) were categorized as having very good development. The Wilcoxon test showed a significant effect with a p-value of 0.001 (p ≤ 0.05), indicating a significant impact of the intervention on children's cognitive development.
Brain Gym double doodle and cross crow effectively stimulate integration between the brain's hemispheres through increased neural activity in the corpus callosum, improving cerebral blood flow and oxygenation. These findings support the use of these exercises as a simple and enjoyable stimulation method at home and school.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Desai, N. A., & Reece, et al. (2019). Analisis komponen kognitif. FlashBooks.
Hijriati, H. (2016). Tahfidz Go Game in developing early childhood creativity. Proceeding International Conference on Islam and Education (ICONIE), 1, 120–128.
Heni, & Nurlika. (2021). Tingkat konsentrasi belajar anak pada siswa kelas IV SD melalui Brain Gym (senam otak). Jurnal Keperawatan Silampari, 5(1), 222–232. https://journal.ipm2kppe.or.id/index.php/JKS/article/view/2820
Kemenkes RI. (2016). Perkembangan. Kementerian Kesehatan Republik Indonesia.
Kemenkes RI. (2018). Perkembangan kognitif pada anak usia pra sekolah. Kementerian Kesehatan Republik Indonesia.
Khasanah, Adiesti, & Safitri. (2022). Intervensi upaya promotif kesehatan melalui edukasi peningkatan tumbuh kembang anak. Jurnal Pengabdian Masyarakat Kesehatan (Abdimakes), 2(2), 21–29. http://ejournal.stikesmajapahit.ac.id/index.php/AMK/article/view/792
Khoiriah, A. N., Fatmawati, F., & Gumanti, K. A. (2019). Perbedaan perkembangan bahasa dan kognitif anak usia prasekolah antara yang mengikuti dan tidak mengikuti pendidikan anak usia dini di TK-IT Insan Permata Malang. Journal of Issues in Midwifery, 3(2), 40–47.
Pramita, & Diaris. (2022). Analisis brain gym terhadap tumbuh kembang anak. FlashBooks.
Rahmat, A. (2017). Implementasi media pembelajaran dalam mengembangkan kognitif anak di RA Al-Manar Lenteng Sumenep. Kariman: Jurnal Pendidikan Keislaman, 5(1), 73–90.
Sherr, L., Roberts, K., et al. (2019). Child violence experiences. Psychology, Health & Medicine.
Susanto. (2011). Dalam Tabita Herentina & Maria Anita. (2012). Referensi kutipan karya ilmiah faktor kognitif.
Wiyani, N. A. (2014). Pengaruh senam otak (brain gym) terhadap tingkat konsentrasi belajar anak. Jurnal Kesehatan Tambusai, 5(2), 10922.
Charles, & Lind. (2013). Meningkatkan kemampuan pengetahuan anak. T. Astari, 17(2).