Gamifikasi dan Pembelajaran Kontekstual untuk Perkembangan Sosial Anak Usia Dini

Abstract

In the Society 5.0 era, early childhood education must shift from a narrow cognitive focus to innovative strategies that promote deep learning and holistic social competence. Conventional instruction often emphasizes teacher-centered approaches disconnected from real-world contexts. This research analyzes the roles of gamification and contextual teaching and learning in promoting deep learning and strengthening social development in early childhood, and identifies synergies between these approaches. The study employs a research and development design adapted from the Borg and Gall model, encompassing need analysis, prototype development of an instructional model integrating gamification activities and contextual learning scenarios, expert validation, and limited field testing with a small group of 5-6-year-old children. Data collection techniques include observation checklists, teacher field notes, and behavioral documentation to assess model feasibility and effectiveness; data are analyzed using descriptive qualitative procedures to identify patterns and children's social responses. Findings demonstrate that gamification effectively enhances motivation, engagement, and social interaction through interactive and reward-based elements. At the same time, contextual teaching and learning strengthen deep learning by situating tasks in meaningful real-world contexts that stimulate critical thinking. Both approaches contribute, both independently and synergistically, to social development, increasing cooperation, emotion regulation, communication, and empathy among children in early childhood. The integration of gamification and contextual teaching and learning creates a more dynamic, meaningful, and socially rich learning environment, offering robust pedagogical strategies to foster holistic cognitive and social development.