THE EFFECT OF THE BUSY BOX EDUCATIONAL PLAY TOOL ON PROBLEM-SOLVING ABILITY IN EARLY CHILDHOOD AT TK QUR'AN ARINA MUNZALAN MUBAROKAN PALU CITY
DOI:
https://doi.org/10.36526/sosioedukasi.v15i3.9435Keywords:
Busy Box; Problem-Solving Skills; Early Childhood Education;Abstract
Despite generally optimal learning conditions, children's problem-solving abilities at TK Qur'an Arina Munzalan Mubarokan, Palu City, remain low, indicating a need for a learning medium capable of stimulating this cognitive skill. This study therefore examines the effect of the Busy Box educational play tool on early childhood students' problem-solving abilities. A quantitative approach with a quasi-experimental, two-group pretest-posttest design was employed, involving 30 children divided into an experimental and a control group (15 children each). Data were collected using an objective test measuring children's problem-solving ability in relation to the Busy Box, and analyzed using an independent t-test with df = 28 at a significance level of 0.05 (t-table = 2.048). The results showed that the experimental group's mean score increased from 62.36 at pretest to 79.33 at posttest. The independent t-test yielded a calculated t-value of 4.49, exceeding the t-table value of 2.048, indicating a statistically significant difference between the experimental and control groups. These findings suggest that the use of Busy Box has a positive effect on young children's problem-solving ability and may serve as an alternative learning medium to support cognitive development in early childhood education. Given the relatively small sample size and the use of purposive sampling, further studies with larger and more representative samples are recommended to confirm and generalize these findings.
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