Aktivitas Bermain Slime dan Kemandirian Anak Usia Dini: Kuasi Eksperimen dengan Pembanding Plastisin

Adhwa Nisrina Bahij; Yuyun Yulianingsih; Zaenal Muftie

doi:10.59059/tarim.v7i3.3374

Authors

Adhwa Nisrina Bahij Universitas Islam Negeri Sunan Gunung Djati Bandung
Yuyun Yulianingsih Universitas Islam Negeri Sunan Gunung Djati Bandung
Zaenal Muftie Universitas Islam Negeri Sunan Gunung Djati Bandung

DOI:

https://doi.org/10.59059/tarim.v7i3.3374

Keywords:

Bermain Slime, Child Independence, Children Age, Independent Samples, Playing Plasticine

Abstract

Early childhood independence develops through repeated opportunities to act, choose, complete tasks, and regulate behavior. Initial observations at RA Al-Gozali indicated that several children still relied on teachers for simple activities and showed limited initiative. This study compared independence outcomes of slime play and plasticine play using a quantitative quasi-experimental non-equivalent control group design. Seventeen Group B children participated, comprising 10 children in the slime group and 7 in the plasticine group. Independence was measured with a 14-item observation instrument covering physical ability, self-confidence, responsibility, discipline, sociability, sharing, and emotional control; the instrument was valid and highly reliable (Cronbach's alpha = .956). Descriptive statistics, Shapiro-Wilk, Levene, and independent-samples t tests were applied. Mean independence increased from 52.0 to 84.1 in the slime group and from 70.0 to 83.0 in the plasticine group. Baseline scores differed significantly (p = .020), whereas posttest scores did not, t(15) = 0.239, p = .815. Slime play therefore showed descriptive potential, particularly for responsibility, but was not statistically superior to an active sensorimotor comparator. The findings highlight the importance of distinguishing improvement over time from comparative effectiveness.

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