JOSING: Journal of Nursing and Health

Volume 1, Nomor 1, Desember 2020

e-ISSN: 2745-7877
p-ISSN: 2746-0851
DOI: https://doi.org/10.31539/josing.v1i1.1166

STIMULATION OF PRESCHOOL MOTOR DEVELOPMENT THROUGH

BRAIN GYM AND PUZZLE

Panzilion1, Padila2, Asih Dewi Setyawati3, Harsismanto J4, Andry Sartika5

Muhammadiyah Bengkulu University1,2,3,4,5
[email protected]

ABSTRACT

The purpose of this study was to determine the effectiveness of brain Gymnastics and
playing puzzles on improving the motor skills in preschool children in the work area of
the Basuki Rahmad Health Center in Bengkulu. The Quantitative research design used
the quasy experiment design, one group pre-post test equivalent without control design.
The results of the univariate analysis with brain gymnastics and playing puzzles
intervention showed the 15 respondents before doing brain gymnastics and puzzle, there
were nine children (60%) experiencing motor skills deviations and after giving therapy
ten children (66.7%) experienced standard motor skills. The bivariate results of the
Wilcoxon test have a significant effect between before and after brain gymnastics and
puzzle intervention with p-value = 0.001 on motor development at the preschool
children. It can conclude that an increase in the average motor picture before and after
brain gymnastics and playing puzzles interventions in the Basuki Rahmad Community
Health Center in Bengkulu.

Keywords: Brain gym, Puzzle, Motor, Preschool

INTRODUCTION
Optimization of children's growth and development in Indonesia has decreased,
based on data as much as 16% of toddlers experience developmental disorders, both fine
motor development, gross motor, hearing loss, and delayed speech, (Kemenkes, R.I,
2016). The main factor is the knowledge of mothers who are less qualified both in terms
of quality and capacity to meet stimulation in the process of child development. This is
evidenced by the results of Destiana (2017) showing that 65.7% was due to the mother
factor not knowing how to stimulate children according to age and how to use child
development assessment sheets. In line with the results of the mother's class training
research on parental knowledge of child development has a p-value of 0.0001 in the
treatment group and p-value of 0.409 in the control group. This shows that there is a
significant influence for maternal classroom training on toddler development where the
p-value <0.05 (Anita et al., 2018).
Delay in early detection can lead to deviation of growth and development, if it has
happened this will be more difficult to intervene and will affect the child's continued
growth and development. This reason is strongly recommended for parents to know
how to provide appropriate stimulation according to the child's developmental age.
Some researchers also found that the role of stimulation in a consistent manner by
parent and environment can improve the optimization of the development for preschool
age children (Senvi et al., 2018).

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The development in preschool children is the same as the age of other children
which includes several aspects, one of the physical aspects for motoric. Physical
language is defined as the body, body and body. Whereas motor is interpreted by
movers (Padila et al., 2019). Therfore, the motor physical development of preschoolers
can be interpreted as changes in body shape in preschoolers who affect movement skills
(Madyastuti, 2016).
The motor skills of preschoolers begin to develop where children begin to use
their fingers to write, draw, walk and run. The process of the stages of development of
each child is the same, which is the result of the process of motor organ maturation. But
in its achievement, every child has a different speed (Mubarok, Amini, 2020).
Late motor effects result in children's development being stunted and their growth
and development not appropriate to their age. In the process of overcoming
developmental delay in children a lot of stimulation is needed in play activities (Sari, et
al., 2018). Play activity is one of the stimulations to optimize children's development. At
this time, there are many types of educational games that can be used as interventions to
improve children's motortic development, one of them is with a brain gym and playing
puzzles, supported by playing instruments that are adapted to the age of the child so that
children can be interested and able to stimulate the child's development optimally
(Nurani, Mayangsri, 2017). Some stimulation can increase optimization of growth and
development in preschool children include brain gym and puzzle (Sari et al., 2018).
Brain gym is a collection of simple movements that function to stimulate the
development of all parts of the brain synergistically. This movement is also able to
increase energy and support a positive attitude, reactivating the neural connections
between the body and brain so as to facilitate the flow of electromagnetic energy
throughout the body. These movements support electrical and chemical changes that
stimulate a person's emotional and motor (Raetri, 2016). The movements in brain
exercise have benefits such as balancing the brain, both the right brain and the left brain,
so that not only does the logic and creativity of children become balanced, but it can
also balance the child's motor skills (Sari et al., 2018). In line with Aprilasari's research
results (2017) which states that there is a significant influence related to the application
of Brain Gym Activities to Improve Child Development 4-6 Years at Marsudi Putro
Kindergarten in Yogyakarta.
Playing puzzles can also stimulate motor development, especially fine motor
skills in children aged 3-5 years, by playing puzzles preschoolers can practice accuracy,
coordinating the movements of the eyes and hands of children. Therefore, children are
not aware of fine motor skills continue to be trained and develop well. (Yuniati, 2018).
In addition, when children play puzzles begin to learn to recognize shapes, how to play
the puzzle so that it becomes an intact form. This game can be done in groups. When
children play in groups, children can learn how to work together, how to adapt to their
friends. This game can also make children become independent and become their own
entertainment for children (Nurwita, 2019).
Bengkulu health department (Dinkes) (2019) states the data on growth and
development of preschool-aged children based on community health centers
(Puskesmas) working areas. The top ten preschoolers with the first rank are in the
community health centers Basuki Rahmad working area of 733 preschoolers, with
stimulation of development that has not yet been recorded.

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Based on surveys and initial interviews conducted by researchers in the working

area of Basuki Rahmad Community Health Center in early March 2020, the results of
interviews with 10 parents, all explained that they did not yet know what gymnastics or
brain gym was, and no brain gym had ever been heard in the area. the work of the
Basuki Rahmad Community Health Center. Likewise, the results of interviews with
health center officials section growth and development. Meanwhile, to play a puzzle
already exists but is rarely applied, because some respondents answered, their children
prefer to watch gadgets such as cellphones rather than arranging puzzles. Based on the
description above, this study aims to determine "The effectiveness of brain gymnastics
(Brain gym) and playing Puzzle to Motor Development in Preschoolers in the work area
of Basuki Rahmad Health Center in Bengkulu Province".

RESEARCH METHOD
This research is a quantitative study with a quasi experiment design, one group
pre-post test equivalent without control design which is where the sample is taken non-
randomly with a total sample of 15 preschool age children. The sampling technique is
using purposive sampling, with inclusion criteria, namely children who with the consent
of parents are willing to be respondents, aged 4-5 years, do not have special needs,
follow up to the end of the study and with the results of initial observations in the
category of deviant and dubious with a range of values 7- 8.
The research was carried out in the working area of the Basuki Rahmad Public
Health Center in Bengkulu from 3 March until 30 March, 2020. For measure the
increase in children's motor used instruments or Pre-Screening Development
Questionnaire (KPSP) aged 48-60 months, with two (2) times the first measurement:
before being given brain exercises and playing puzzles, researchers first took
measurements of fine and gross motor development using the KPSP questionnaire, after
that researchers gave brain exercises and playing puzzles, for 30 minutes with two
interventions at once (15 minutes brain gym, 15 minutes puzzles), for 4 weeks with 14
meeting times. The second measurement was carried out after 10 minutes of being given
brain exercise and playing a puzzle at the 14th meeting, the researcher returned to the
assessment using the same questionnaire when the measurement was initiated.
After calculating, entering the tabulation of the data, continued by testing the
normality of the data, it was found that the data was not normally distributed then the
Wilcoxon Test was performed to obtain the pvalues .

RESULT
Univariate Analysis
Table. 1
Frequency Distribution of Motor Images in Preschoolers Before and After Given
Brain Gym Interventions (Brain Gym) and Playing Puzzle

Brain Gym Interventions and Playing Puzzle

No Category Percentage Percentage
Before After
(%) (%)
1 Deviated 9 60 0 0
2 Doubting 6 40 5 33,3
3 Normal 0 0 10 66,7
Total 15 100 15 100
Source: Primary data that has been processed (2020)

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Based on table 1, it can be seen that prior to the intervention, most respondents
have a deviant motor picture, which is 9 (60%) respondents. After 4 weeks of
intervention the majority of respondents had a normal motor picture of 10 (66.7%)
respondents.
Table. 2
Normality Test

Variable Groups Mean SD p value

Brain Gym and
Development Before 7,40 0,507 0,000
Play Puzzle
AgesPreschool
After 9,07 0,884 0,002
Source: Primary data that has been processed (2020)

Table 2 shows that all Brain Gym and Puzzle games both before and after the
intervention had data that were not normally distributed with p-values <0.05. Thus the
analysis carried out at a later stage is the Non-Parametric Test (Wilcoxon Test).

Bivariate Analysis

Table. 3
Scale of Preschool Children Motoric Development with Brain Gym Method
and Playing Puzzle Before and After Intervention

Variable N Mean SD P Value

Brain Gym and Play Puzzle Before 7.40 0.50
15
After 9.07 0.88 0.001

Source: Primary data that has been processed (2020)

According to table 3, it describes that there was an increase in the average motor
picture before and after brain exercise intervention (brain gym) and play puzzle that is
from 7.40 with a standard deviation of 0.50 increased to 9.07 with a standard deviation
of 0.88 . The results of statistical tests used the Wilcoxon test showed that there was a
significant effect between before and after the brain gym intervention and playing
puzzle with a p-value of 0.001.

DISCUSSION
Univariate Analysis
Based on table 1, it can be seen that prior to the brain gym and puzzle intervention
most of the respondents had a distorted motor picture of 9 (60%) respondents. This is
because in preschool children when researchers do the instructions the children do not
pay attention even though it has been assisted by the teacher at the time of the direction
and when doing the movements tend to arbitrarily without regard to the direction of the
research team.
Respondents who experienced motor deviations as many as 9 people (60%) were
related to the questions below, which they could not do, namely for respondents aged 48
months question number 4 about instructions to place papers towards the researchers
ordered, the reason being that the child did not want to follow Researcher's instructions
but playing with his friend, question number 5 about children cannot draw and write
according to instructions, question number 6 about arranging parts of the cube in this

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case is replaced by arranging puzzles up without dropping, on this question children can
compile puzzles but still drop puzzles that are arranged.
After brain gym and puzzle intervention for 4 weeks most of the respondents had
a normal motor picture of 10 (66.7%) respondents. The above research results are in line
with the theory of motor development, in preschool children (3-5 years) motor will
develop in line with the optimization of stimulation provided by parents, the higher the
age the more motor children develop, the movement will be well coordinated. This is
because children continue to learn from past experiences and are supported by parental
knowledge and the use of adequate health care facilities (Padila et al., 2019).
In line with Sari's research results (2018) states that before doing brain exercise
56.7% of preschoolers experience deviant motor development, because from the results
of research these children fail to perform a series of simple activities designed to
coordinate brain function through movement skills, speed of thinking and tend do not
do orders.
Respondents who experienced motoric doubted as many as 5 people (33.3%) they
could not do, namely nonor 8 questions about children using pants, shirts and t-shirts
without assistance, children could not do so because they were not accustomed to using
clothes independently and question number 10 about children standing on one foot
without holding hands, the child has not been able to do it because the child can not
maintain balance so it falls.
Brain exercise is a simple exercise to facilitate learning activities and adjustments
in daily activities, so that it can help balance the functions of the right brain and left
brain and can perform motor activities in a balanced manner (Ade, 2015; Saichudin et
al., 2015). According to Murtining (2018) motor stimulation is movement that stimulates
small and large muscles. This movement requires careful coordination. The better motor
movements so that children can be creative and have an optimal activity, this movement
can be done through the activities of cutting gymnastics, cutting paper or by compiling a
puzzle. Supported by Yuniati's research results (2018) about puzzles affecting the
development of fine motor development in Preschool Age Children at Taqwa Mekarsari
Cimahi Kindergarten, it was found that 17 puzzle intervention groups, more than half the
children examined before being given a puzzle intervention, deviated fine motor skills ie
(64.7%).
Brain gym and puzzle interventions affect the development of fine and gross motor
skills in preschool children, because these two interventions can coordinate the
movements of the hands, feet, train the balance between motor and eye so that the child
is trained and develops well. In addition, when they brain gym and play puzzles children
can practice to move freely, recognize shapes, swing their hands gently. Both of these
interventions also encourage children to interact with peers when these interventions are
given. From the observations of child researchers it is easier to recognize similarities and
differences, such as how the colors are orange or yellow and the thick or non-thick lines
in a piece correspond to the instructions in the image being played (Padila et al., 2019).

Bivariate Analysis
Based on table 3 above shows that there is an increase in the average motor
picture before and after brain exercise intervention (brain gym) and play puzzle that is
from 7.40 with a standard deviation of 0.50 increased to 9.07 with a standard deviation
of 0.88 . The results of statistical tests using the Wilcoxon test showed that there was a

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significant effect between before and after the brain gym intervention and playing
puzzle with a p-value of 0.001.
In line with research conducted by Raetri (2016) research with brain gym
intervention and other educational game tools. Obtained the results of Research Test I:
Provision of brain gymnastics performed on group I respondents with the results of
DDST data processing before and after treatment in group A by using Wilcoxon
obtained p-value = 0.001 (p-value <0.05), so it can be concluded that the administration
of brain exercise affects the an increase in DDST values associated with an increase in
motor skills of children aged 4-5 years.
From the statistical test results obtained p-value = 0.001, it can be concluded that
there is an increase in brain gym and playing puzzles, in preschool children in the work
area of Basuki Rahmad Public Health Center in Bengkulu City. The results of this study
are in line with the research of Maghfuroh (2018) it was found that there were
differences before and after being given puzzle play therapy with a mean difference of
4.6. After the paired samples T-test statistical tests were obtained p values (0.002) <α
0.05. Then there is the influence of the use of the method of playing puzzles for
preschoolers before and after given puzzle play therapy.
In line with the research of Madyastuti (2016) concerning the effect of puzzle play
therapy, it states that before the intervention of puzzle play therapy most respondents
had sufficient fine motor development (83.3%), with an average value of X1 = .17 and
Standar Deviation 0.389. After doing puzzle play therapy all respondents have good
fine motor development (100%), with an average value of X2 = 3.00 and Standar
Deviation 0,000. This means that there is an effect of puzzle play therapy on the
development of fine motor development in preschool children (4-5 years). The results of
this study are in line with the results of the synthesis of several studies which state that
significant brain gym and puzzle are able to optimize motoric development in preschool
children (Saichudin et al., 2015; Nurwita, 2019).
The results of this study indicated brain gym intervention and puzzle play have an
effect on increasing the value of KPSP which is associated with increased motor skills
in children aged 4-5 years old.

CONCLUSION
After brain gym and puzzle intervention for 4 weeks, most respondents have
normal motor picture. There was an increase in the average motor scores in preschool
children aged 4-5 years before and after brain gym intervention and playing Puzzle.

SUGGESTIONS
Theoretical Suggestions
It is hoped that it can be used as a reference in the development of nursing
interventions, especially those related to motor stimulation with brain gym exercises
and playing puzzles to overcome the gross and gross motoric categories of deviation
and doubting preschool age in future.

Practice Advice
For Research Sites
To the Basuki Rahmad Puskesmas Bengkulu City can always apply and continue
Brain Gym intervention and play Puzzle with a larger portion, scheduled, and
documented in order to optimize the preschool age motor development.

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For Future Researchers

It is hoped that other researchers will be able to continue this study in children
with special needs with a combination of brain gym methods and playing puzzles in
motor optimization at preschool age.

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