The effectiveness of GaMaKe Media to train creative thinking in early childhood
Article Sidebar
Main Article Content
Mallevi Ningrum
Afifah Rahmaningrum
Melia Dwi Widayanti
Kartika Rinakit Adhe
Abstract
Creative thinking (CrTS) is one of the most important skills in the era of Society 5.0. The disparities that occur in creative thinking indicators are often experienced by children from an early age, especially in the indicators of originality and elaboration. This study aimed to test the GaMaKe (Firefighter Game) media as a solution to train indicators of CrTS in early childhood. GaMaKe media integrates game elements with fire disaster mitigation-based activities to provide meaningful experiences for early childhood. This research method uses a pre-experimental design with a one-group pre-test and post-test design with 54 children divided into three groups. The research results show that GaMaKe media can improve creative thinking in early childhood, showing significant results; the average N-Gain for class A is .53, class B is .57, and class C is .62, which is categorized as moderate; and there is no difference in the average N-Gain score through statistical testing of the Paired Sample T-test.
Downloads
Article Details
Copyright (c) 2025 Mallevi Ningrum, Afifah Rahmaningrum, Melia Dwi Widayanti
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
Acar, S., Berthiaume, K., Grajzel, K., Dumas, D., Flemister, C. “Tedd,” & Organisciak, P. (2023). Applying automated originality scoring to the verbal form of Torrance tests of creative thinking. Gifted Child Quarterly, 67(1), 3–17. DOI: https://doi.org/10.1177/00169862211061874
Afroogh, S., Mostafavi, A., Akbari, A., Pouresmaeil, Y., Goudarzi, S., Hajhosseini, F., & Rasoulkhani, K. (2024). Embedded ethics for responsible artificial intelligence systems (EE-RAIS) in disaster management: A conceptual model and its deployment. AI and Ethics, 4(4), 1117–1141. DOI: https://doi.org/10.1007/s43681-023-00309-1
Alabbasi, A. M. A., Paek, S. H., Kim, D., & Cramond, B. (2022). What do educators need to know about the Torrance Tests of Creative Thinking: A comprehensive review. Frontiers in Psychology, 13. DOI: https://doi.org/10.3389/fpsyg.2022.1000385
Aruru, M., Truong, H.-A., & Clark, S. (2021). Pharmacy Emergency Preparedness and Response (PEPR): a proposed framework for expanding pharmacy professionals’ roles and contributions to emergency preparedness and response during the COVID-19 pandemic and beyond. Research in Social and Administrative Pharmacy, 17(1), 1967–1977. DOI: https://doi.org/10.1016/j.sapharm.2020.04.002
Ates, C. B., & Aktamis, H. (2024). Investigating the effects of creative educational modules blended with Cognitive Research Trust (CoRT) techniques and Problem Based Learning (PBL) on students’ scientific creativity skills and perceptions in science education. Thinking Skills and Creativity, 51, 101471. DOI: https://doi.org/10.1016/j.tsc.2024.101471
Attanasio, O., Cattan, S., & Meghir, C. (2022). Early Childhood Development, Human Capital, and Poverty. Annual Review of Economics, 14, 853–892. DOI: https://doi.org/10.1146/annurev-economics-092821-053234
Azaryahu, L., Broza, O., Cohen, S., Hershkovitz, S., & Adi-Japha, E. (2023). Development of creative thinking patterns via math and music. Thinking Skills and Creativity, 47, 101196. DOI: https://doi.org/10.1016/j.tsc.2022.101196
Balci, F., Elif Baykal, G., Göksun, T., Kisbu, Y., & Evren Yantaç, A. (2024). My creative world (MCW): Improving creative thinking in elementary school-aged children. Creativity Research Journal, 36(2), 219–233. DOI: https://doi.org/10.1080/10400419.2023.2234703
Beaver, N., & Wyatt, S. (2022). Early education curriculum: A child’s connection to the world. Cengage Learning.
Bossio, D., Flew, T., Meese, J., Leaver, T., & Barnet, B. (2022). Australia’s News Media Bargaining Code and the global turn towards platform regulation. Policy & Internet, 14(1), 136–150. DOI: https://doi.org/10.1002/poi3.284
Brown, B. J. (2013). Disaster preparedness and the United Nations: Advance planning for disaster relief (Vol. 34). Elsevier.
Chen, P.-Z., Chang, T.-C., & Wu, C.-L. (2022). Class of Oz: role-play gamification integrated into classroom management motivates elementary students to learn. Educational Studies, 1–16. DOI: https://doi.org/10.1080/03055698.2022.2081788
Chen, S.-Y., Lai, C.-F., Lai, Y.-H., & Su, Y.-S. (2022). Effect of project-based learning on development of students’ creative thinking. The International Journal of Electrical Engineering & Education, 59(3), 232–250. DOI: https://doi.org/10.1177/0020720919846808
Coates, J. K., & Pimlott‐Wilson, H. (2019). Learning while playing: Children’s forest school experiences in the UK. British Educational Research Journal, 45(1), 21–40. DOI: https://doi.org/10.1002/berj.3491
Daniel, A., Nagandla, K., Daniel, S., & NAGANDLA, K. (2025). Application of Gagné’s Instructional Design in Clinical Simulation: Enhancing Learning in Obstetric Emergency Management. Cureus, 17(1). DOI: https://doi.org/10.7759/cureus.76845
Deta, U. A., Ayun, S. K., Laila, L., Prahani, B. K., & Suprapto, N. (2024). PISA science framework 2018 vs 2025 and its impact in physics education: Literature review. Momentum: Physics Education Journal, 8(1), 95–107. DOI: https://doi.org/10.21067/mpej.v8i1.9215
Durnali, M., Orakci, Ş., & Khalili, T. (2023). Fostering creative thinking skills to burst the effect of emotional intelligence on entrepreneurial skills. Thinking Skills and Creativity, 47, 101200. DOI: https://doi.org/10.1016/j.tsc.2022.101200
Eyni, S., Ebadi, M., Saadatmand, S., & Torabi, N. (2021). The role of creative thinking, mindfulness and emotional intelligence in predicting the academic stress of gifted students. Thinking and Children, 11(2), 183–210.
Farcas, A., Ko, J., Chan, J., Malik, S., Nono, L., & Chiampas, G. (2021). Use of incident command system for disaster preparedness: a model for an emergency department COVID-19 response. Disaster Medicine and Public Health Preparedness, 15(3), e31–e36. DOI: https://doi.org/10.1017/dmp.2020.210
Fauzi, A. (2021). Practicality of the interactive multimedia development integrated science with inquiry based learning model of simple machine themes on human muscular and skeleton system integrated 21st century learning. Journal of Physics: Conference Series, 1876(1), 012053. DOI: https://doi.org/10.1088/1742-6596/1876/1/012053
Fleer, M. (2021). How Conceptual PlayWorlds in preschool settings create new conditions for children’s development during group time. Learning, Culture and Social Interaction, 28, 100438. DOI: https://doi.org/10.1016/j.lcsi.2020.100438
Foster, T. J., Xiao, N., Pelfrey, G. L., Villasanti, H. G., Brock, M., & Justice, L. (2024). Peer-Mediated Intervention for Socially Isolated Preschoolers: An Early-Stage Feasibility Study. Language, Speech, and Hearing Services in Schools, 55(1), 166–180. DOI: https://doi.org/10.1044/2023_LSHSS-23-00090
Gamanik, N. M., Sanjaya, Y., & Rusyati, L. (2019). Role-Play Simulation for Assessing Students’ Creative Skill and Concept Mastery. Journal of Science Learning, 2(3), 71–78. DOI: https://doi.org/10.17509/jsl.v2i3.14848
Gokmenoglu, T., Yavuz, İ., & Sensin, C. (2023). Exploring the interplay between curriculum and textbooks in disaster risk reduction education: Insights and implications. International Journal of Disaster Risk Reduction, 96, 103949. DOI: https://doi.org/10.1016/j.ijdrr.2023.103949
Halkos, G., & Gkampoura, E.-C. (2021). Where do we stand on the 17 Sustainable Development Goals? An overview on progress. Economic Analysis and Policy, 70, 94–122. DOI: https://doi.org/10.1016/j.eap.2021.02.001
Hasnah, Y., Ginting, P., Supiatman, L., Kharisma, A. J., & Siahaan, H. S. (2024). How Do Locally Produced EFL Textbooks Endorse Critical Thinking Skills in Indonesia? A Content Analysis. Journal of Language Teaching and Research, 15(1), 190–200. DOI: https://doi.org/10.17507/jltr.1501.21
Huitt, W., & Hummel, J. (2003). Piaget’s theory of cognitive development. Educational Psychology Interactive, 3(2), 1–5.
Hwang, G.-J., & Chien, S.-Y. (2022). Definition, roles, and potential research issues of the metaverse in education: An artificial intelligence perspective. Computers and Education: Artificial Intelligence, 3, 100082. DOI: https://doi.org/10.1016/j.caeai.2022.100082
İdil, Ş., Gülen, S., & Dönmez, İ. (2024). What Should We Understand from PISA 2022 Results? In Journal of STEAM Education (Vol. 7, Issue 1, pp. 1–9). Şahin İDİN. DOI: https://doi.org/10.55290/steam.1415261
Irwan, I., Arnadi, A., & Aslan, A. (2024). Developing critical thinking skills of primary school students through independent curriculum learning. Indonesian Journal of Education (INJOE), 4(3), 788–803.
Istyadji, M., Yulinda, R., & Amalina, D. (2022). Validity and practicality of articulate storyline learning media on environmental pollution materials for junior high school students. Jurnal Penelitian Pendidikan IPA, 8(6), 2599–2604. DOI: https://doi.org/10.29303/jppipa.v8i6.1639
Jankowska, D. M., Gajda, A., & Karwowski, M. (2019). How children’s creative visual imagination and creative thinking relate to their representation of space. International Journal of Science Education, 41(8), 1096–1117. DOI: https://doi.org/10.1080/09500693.2019.1594441
Johnson, J. E., Sevimli-Celik, S., Al-Mansour, M. A., Tunçdemir, T. B. A., & Dong, P. I. (2019). Play in early childhood education. In Handbook of research on the education of young children (pp. 165–175). Routledge. DOI: https://doi.org/10.4324/9780429442827-12
Katila, P., Colfer, C. J. P., De Jong, W., Galloway, G., Pacheco, P., & Winkel, G. (2019). Sustainable development goals. Cambridge University Press.
Krichen, M., Abdalzaher, M. S., Elwekeil, M., & Fouda, M. M. (2024). Managing natural disasters: An analysis of technological advancements, opportunities, and challenges. Internet of Things and Cyber-Physical Systems, 4, 99–109. DOI: https://doi.org/10.1016/j.iotcps.2023.09.002
Kulju, P., & Mäkinen, M. (2021). Phonological strategies and peer scaffolding in digital literacy game-playing sessions in a Finnish pre-primary class. Journal of Early Childhood Literacy, 21(3), 338–360. DOI: https://doi.org/10.1177/1468798419838576
Lubis, A. H. (2023). The Interactive Multimedia Based on Theo-Centric Approach as Learning Media during the Covid-19 Pandemic. JPI (Jurnal Pendidikan Indonesia), 12(2), 210–222. DOI: https://doi.org/10.23887/jpiundiksha.v12i2.51493
Maulida, A., Hanif, H., Kamal, M., & Oktari, R. S. (2023). Roblox-based tsunami survival game: A tool to stimulate early childhood disaster preparedness skills. E3S Web of Conferences, 447, 02003. DOI: https://doi.org/10.1051/e3sconf/202344702003
Mazhar, B. A. L. (2019). Use of digital games in writing education: an action research on gamification. Contemporary Educational Technology, 10(3), 246–271. DOI: https://doi.org/10.30935/cet.590005
Muchson, M., Cobern, W. W., & Saefi, M. (2024). The science education research trends (SERT) in Indonesian secondary schools: a systematic review and bibliometrics study. Cogent Education, 11(1), 2308407. DOI: https://doi.org/10.1080/2331186X.2024.2308407
Nadia, N., Wardiah, D., & Kuswidyanarko, A. (2022). Pengaruh Penggunaan Media Audio Visual Animasi Terhadap Kemampuan Berpikir Kreatif Siswa Materi IP. Innovative: Journal Of Social Science Research, 2(1), 133–139. DOI: https://doi.org/10.31004/innovative.v2i1.2872
Ningrum, M. A., Jatmiko, B., Nursalim, M., & Suryanti. (2024). Scientific Communicative Playworlds (SCOMPLAY) Model Based on Gamification to Train Creative Thinking Skills (CrTS) in Early Childhood. International Journal of Early Childhood Learning, 31(2), 77–98. https://doi.org/10.18848/2327-7939/CGP/v31i02/77-98 DOI: https://doi.org/10.18848/2327-7939/CGP/v31i02/77-98
Ouyang, F., & Jiao, P. (2021). Artificial intelligence in education: The three paradigms. Computers and Education: Artificial Intelligence, 2, 100020. DOI: https://doi.org/10.1016/j.caeai.2021.100020
Pohan, R. A., Ramadhani, E., Marimbun, M., Chalidaziah, W., Nengsih, N., & Marhaban, M. (2024). Disaster preparedness and safety curriculum for early childhood education in Indonesia. Prehospital and Disaster Medicine, 39(2), 228–229. DOI: https://doi.org/10.1017/S1049023X24000177
Pranoto, N. W., Sibomana, A., Ndayisenga, J., Chaeroni, A., Fauziah, V., Susanto, N., Vic, R. P., & Rayendra, R. (2023). Development of a disaster mitigation learning program for kindergarten students through physical fun games. Journal of Physical Education and Sport, 23(12), 3228–3234.
Rachman, I., Murae, F., & Kodama, Y. (2024). Training on creating learning media for handling of disaster mitigation for elementary school teachers. ASEAN Natural Disaster Mitigation and Education Journal, 2(1), 68–86. DOI: https://doi.org/10.61511/andmej.v2i1.2024.784
Saad, A., Elbashir, A., Abdou, R., Alkhair, S., Ali, R., Parangusan, H., Ahmad, Z., & Al-Thani, N. J. (2024). Exploring of the gender variations in 4Cs skills among primary students. Thinking Skills and Creativity, 52, 101510. DOI: https://doi.org/10.1016/j.tsc.2024.101510
Sdg, U. (2019). Sustainable development goals. The Energy Progress Report. Tracking SDG, 7, 805–814.
Spicer, A. (2020). Playing the bullshit game: How empty and misleading communication takes over organizations. Organization Theory, 1(2), 2631787720929704. DOI: https://doi.org/10.1177/2631787720929704
Stolte, M., Trindade-Pons, V., Vlaming, P., Jakobi, B., Franke, B., Kroesbergen, E. H., Baas, M., & Hoogman, M. (2022). Characterizing creative thinking and creative achievements in relation to symptoms of attention-deficit/hyperactivity disorder and autism spectrum disorder. Frontiers in Psychiatry, 1393. DOI: https://doi.org/10.3389/fpsyt.2022.909202
Su, Y.-S., Shao, M., & Zhao, L. (2022). Effect of mind mapping on creative thinking of children in scratch visual programming education. Journal of Educational Computing Research, 60(4), 906–929. DOI: https://doi.org/10.1177/07356331211053383
Tatebe, J., & Mutch, C. (2015). International Journal of Disaster Risk Reduction Perspectives on education , children and young people in disaster risk reduction. International Journal of Disaster Risk Reduction, 1–7. https://doi.org/10.1016/j.ijdrr.2015.06.011 DOI: https://doi.org/10.1016/j.ijdrr.2015.06.011
Tkacová, H., Králik, R., Tvrdoň, M., Jenisová, Z., & Martin, J. G. (2022). Credibility and Involvement of social media in education—recommendations for mitigating the negative effects of the pandemic among high school students. International Journal of Environmental Research and Public Health, 19(5), 2767. DOI: https://doi.org/10.3390/ijerph19052767
Torrance, E. P. (1966). Torrance tests of creative thinking: Directions manual and scoring guide. Personnel Press, Incorporated.
Vartiainen, J., & Kumpulainen, K. (2020). Playing with science: manifestation of scientific play in early science inquiry. European Early Childhood Education Research Journal, 28(4), 490–503. DOI: https://doi.org/10.1080/1350293X.2020.1783924
Vijayakumar Bharathi, S., & Pande, M. B. (2024). Does constructivism learning approach lead to developing creative thinking skills? The mediating role of online collaborative learning environments. Journal of Computers in Education, 1–37. DOI: https://doi.org/10.1007/s40692-024-00321-2
Wang, B., & Li, P. (2024). Digital creativity in STEM education: the impact of digital tools and pedagogical learning models on the students’ creative thinking skills development. Interactive Learning Environments, 32(6), 2633–2646.
Whitebread, D., & O’Sullivan, L. (2020). Pretend play in young children and the emergence of creativity. In Creativity and the Wandering Mind (pp. 205–230). Elsevier. DOI: https://doi.org/10.1016/B978-0-12-816400-6.00009-2
Widyaningtyas, F. S., Mundilarto, M., Kuswanto, H., Aththibby, A. R., Muskania, R. T., Rosa, F. O. R., Damayanti, P., & Yanto, B. E. (2024). Creative Physics Problem Solving based on Local Culture to Improve Creative Thinking and Problem-Solving Skills. Pegem Journal of Education and Instruction, 14(1), 234–243.
Yildiz, C., & Yildiz, T. G. (2021). Exploring the relationship between creative thinking and scientific process skills of preschool children. Thinking Skills and Creativity, 39, 100795. DOI: https://doi.org/10.1016/j.tsc.2021.100795
