The author created a prototype board game called Saya Bisa! Using previous games as a role
models, the theme of this game is the daily activities in preschool children. Children are trained to
be brave and actively answer or carry out a mission provided. The components contained in this
game are image boards containing surrounding objects, meeple/pawns, question cards and mission
cards, gold and silver coins, and medals.
4 CONCLUSIONS
The board game prototype Saya Bisa! made based on the results of observations and interviews that
have been conducted. Board game prototype Saya Bisa! is the theme of daily activities using the
help of illustrations of surrounding objects. The use of illustrations is because preschool children
are not fluent in reading. This game teaches children with a happy atmosphere. Children easily
absorb new things with the method of play.
The advantage of the concept given is that this game can develop a character of independence
with several kinds of challenge. Children dare to answer, dare to tell stories, and can complete a
challenge. The disadvantage of this game is that if there is no adult assistance, so children will have
difficulty in running the game. The next research recommendation is to simplify the flow of the
game so that children can play without too much assistance from adults.
ACKNOWLEDGMENTS
The authors want to thank Wikan Prabowo, Kummara/Manikmaya game designer, the H’Dr Comic
Café staff, and Tabletops Boardgames Library staff, who participated as experts for the interviewing this research. The authors also want to thank to PAUD Al-Furqan Malang and RA Miftahul
Jannah-DAU for contributing as an object of research.
REFERENCES
Bandura, A. 1974. Behavior theory and the models of man. American Psychologist 29(12):859– 869.
Kementrian Kesehatan Republik Indonesia. 2013. Pedoman Pelaksanaan: Stimulasi,deteksi dan intervensi
dini tumbuh kembang anak ditingkat pelayanan kesehatan dasar, Jakarta 13–14.
Nugroho, Eko. 2018. Soal game, jangan sampai kita blunder. Retrieved from https://kumparan.com/
eko-nugroho/soal-game-jangan-sampai-kita-blunder-ngobrolgame/full.
Nugroho, Eko. 2013). 7 tahap pengembangan game. Retrieved from https://tekno.kompas.com/read/2013/
08/21/1226508/7.Tahap.Pengembangan.Game?page=all.
Sidharto, S. and Izzaty, R. E. 2007. Pengembangan kebiasaan positif: 16–19. Yogyakarta: Tiara Wacana.
Sukmadinata, N.S. 2005. Metode penelitian pendidikan:60 Bandung:Remaja Rosdakarya.
Sukmasari, R.N. 2016. Manfaat main board game bagi anak: latih strategi hingga kontrol energi. Retrieved
from http://m.detik.com/health/read/2016/03/16/143225/316 6187/ 1301/manfaat-main-board-game-bagianak-latih-strategi-hingga-kontrol-emosi?l992203755.
Tan, S., Suwasono, A.A., and Yuwono, A. 2015. Perancangan Board Game Pengenalan Dinosaurus Untuk
Anak Usia 8–12 Tahun. Jurnal DKV Adiwarna, 1(6):10.
25
models, the theme of this game is the daily activities in preschool children. Children are trained to
be brave and actively answer or carry out a mission provided. The components contained in this
game are image boards containing surrounding objects, meeple/pawns, question cards and mission
cards, gold and silver coins, and medals.
4 CONCLUSIONS
The board game prototype Saya Bisa! made based on the results of observations and interviews that
have been conducted. Board game prototype Saya Bisa! is the theme of daily activities using the
help of illustrations of surrounding objects. The use of illustrations is because preschool children
are not fluent in reading. This game teaches children with a happy atmosphere. Children easily
absorb new things with the method of play.
The advantage of the concept given is that this game can develop a character of independence
with several kinds of challenge. Children dare to answer, dare to tell stories, and can complete a
challenge. The disadvantage of this game is that if there is no adult assistance, so children will have
difficulty in running the game. The next research recommendation is to simplify the flow of the
game so that children can play without too much assistance from adults.
ACKNOWLEDGMENTS
The authors want to thank Wikan Prabowo, Kummara/Manikmaya game designer, the H’Dr Comic
Café staff, and Tabletops Boardgames Library staff, who participated as experts for the interviewing this research. The authors also want to thank to PAUD Al-Furqan Malang and RA Miftahul
Jannah-DAU for contributing as an object of research.
REFERENCES
Bandura, A. 1974. Behavior theory and the models of man. American Psychologist 29(12):859– 869.
Kementrian Kesehatan Republik Indonesia. 2013. Pedoman Pelaksanaan: Stimulasi,deteksi dan intervensi
dini tumbuh kembang anak ditingkat pelayanan kesehatan dasar, Jakarta 13–14.
Nugroho, Eko. 2018. Soal game, jangan sampai kita blunder. Retrieved from https://kumparan.com/
eko-nugroho/soal-game-jangan-sampai-kita-blunder-ngobrolgame/full.
Nugroho, Eko. 2013). 7 tahap pengembangan game. Retrieved from https://tekno.kompas.com/read/2013/
08/21/1226508/7.Tahap.Pengembangan.Game?page=all.
Sidharto, S. and Izzaty, R. E. 2007. Pengembangan kebiasaan positif: 16–19. Yogyakarta: Tiara Wacana.
Sukmadinata, N.S. 2005. Metode penelitian pendidikan:60 Bandung:Remaja Rosdakarya.
Sukmasari, R.N. 2016. Manfaat main board game bagi anak: latih strategi hingga kontrol energi. Retrieved
from http://m.detik.com/health/read/2016/03/16/143225/316 6187/ 1301/manfaat-main-board-game-bagianak-latih-strategi-hingga-kontrol-emosi?l992203755.
Tan, S., Suwasono, A.A., and Yuwono, A. 2015. Perancangan Board Game Pengenalan Dinosaurus Untuk
Anak Usia 8–12 Tahun. Jurnal DKV Adiwarna, 1(6):10.
25