Influence of Puzzle Game toward the Level of Knowledge among

Elementary Students at Kedungpedaringan 1

Hardiyanto

and Fahrany

Frastiqa

STIKES Kepanjen, Jl.Trunojoyo 16, (0341) 397644 Kepanjen, Malang, East Java, Indonesia

Keywords: Puzzle game, Level of Knowledge and Fun of Learning, Learning Methode

Abstract: The incidence of cardiac arrest outside the hospital is still frequent and even increasing frequency. While CPR

volunteer assistance has been widely reported at low rates in various parts of the world. This requires the

existence of other recommended methods and methods so that the level of availability and knowledge of CPR

volunteers becomes greater. Teaching to early age is recommended because the earlier they know the

management of CPR, the better their knowledge will be in the future. Children are learners who are quick and

easy to motivate. This then encourages researchers to examine alternative methods that can be used to increase

the knowledge and number of CPR Volunteers. The purpose of this study was to find out the benefits of using

Puzzle games in increasing knowledge about CPR in the elementary student of SD Kedungpedaringan

Kepanjen. The research method was Quasy experimental. The sample used was 44 people by simple random

sampling. Samples were divided into two experimental groups; group 1 used standard teaching techniques

(SAP), Group 2 used Puzzle games. The result was a significant effect (p <0.01) between learning using SAP

/ Module and Puzzle Games on the level of knowledge of respondents before and after treatment. Responded

stated that he preferred learning using the Puzzle game. Discussion: Puzzle game is a form of an educational

game that functions not only as a means of play but also as a form of education to students. The function of

the game is to create a pleasant atmosphere for students. With a pleasant atmosphere, students can receive

and understand information that is conveyed more easily.

1 INTRODUCTION

Hospital Outpatient (HOURS) is an event of

someone's heart-stopping that takes place outside the

Hospital. Handling of HJLRS is by performing Lung

Heart Resuscitation (RJP) immediately, where this

RJP is done by RJP Volunteers or anyone who can

provide RJP assistance at that time (Ann-Britt, 2007).

Bobrow and Bentley, in 2010, examined the

assistance of RJP Volunteers. The results in 2005,

RJP Volunteer assistance provided as much as 28.2%

of the total incidence of HJLRS, obtained by patients

who survived was 3.7%. In 2009, with the help of

CPR volunteers as much as 39.9% of the total

incidence of HJLRS, it was found that the survivors

were 9.8%. The more people who can provide RJP

assistance, the higher the level of HJLRS patient

safety (Bobrow, Bentley, 2010).

Meanwhile, there are not many available RJP

volunteers in various countries. Vaillancourt in

Ottawa said that out of more than 5,000 HJLRS

incidents, only 35.2% of aid was provided by RJP

volunteers (Vaillancourt, 2008). The low level of

CPR volunteer assistance has been widely reported in

various parts of the world (Abella, 2008). Several

reasons have been found by various studies, where

one of the main factors is people's unwillingness to

learn CPR. People are reluctant to learn CPR in the

form of training because they have no interest, the

complexity of CPR procedures, unwillingness to

attend training classes, and have physical limitations

(Nichol G, 2008).

Other methods and methods are recommended so

that the level of RJP Volunteers is more available.

Improvement of community knowledge no longer has

to follow the old way but more creatively (Abella,

2008). Teaching to an early age is recommended

because the earlier they get to know the RJP

management, the better their knowledge going

forward. Children are fast and easy learners to be

motivated. Jones (2007) found that children aged 6 to

7 years can provide basic life support well to

Hardiyanto, . and Fahrany, F.

Inﬂuence of Puzzle Game toward the Level of Knowledge among Elementary Students at Kedungpedaringan 1.

DOI: 10.5220/0009314602750279

In Proceedings of the 2nd Health Science International Conference (HSIC 2019), pages 275-279

ISBN: 978-989-758-462-6

275

unconscious victims, and at the age of 13-14 years,

they can provide chest compression competently.

This then encourages researchers to examine

alternative methods that can be used to increase the

knowledge and number of CPR volunteers. The use

of Image Puzzle toys is the choice of researchers.

Image Puzzle is a game that is easy to use and play

for children. By using the RJP management image as

a puzzle that they will dismantle, the information will

be conveyed to them. The concept of the picture

puzzle that the researchers designed was how to

convey basic RJP material to children in a way that

they could like, namely, through the play method.

With picture puzzles, children feel happy and

cheerful but can still provide RJP information from

the pictures they see in the form of RJP data concepts.

In addition to increasing knowledge, we also hope to

increase children's willingness to assist CPP

Volunteers.

2 METHOD

The research method used Quasy experimental,

which is an impure experimental method that cannot

strictly control the sample or method used. The

sample used was 44 people who were obtained by

simple random sampling.

Samples were randomly selected according to the

sampling formula for experimental research.

Furthermore, the sample was divided into 2

experimental groups, namely group 1, as a control

group using standard teaching techniques (SAP).

Group 2 uses puzzle games for 3x50 minutes. The

treatment is given under the provisions above, and

then the next step will be carried out.

The variables in this study are the Independent

and the dependent variables. The independent

variable in this study is the provision of teaching

through the puzzle game method. While the

dependent variable in this study is the level of

knowledge, data collection will be done through

questionnaires given pre and post research.

Data processing techniques based on the steps of

Editing, Coding, Data Entry, Cleaning, and

tabulating.

3 RESULTS AND DISCUSSION

The result of the study described in table 1

Table 1: Univariate and Bivariate Analysis of Variable

Knowledge

Group Mean SD Min-Max p (pre-

post)

Pre

Group 1

37,08

12,67

15- 60

Group 2 47,50 8,47 30- 70

Post

Group 1

Group 2

50.00

58,75

7,52

8,09

30-55

50-75

0,001

0,000

Group 1: Control Group using module/SAP

Group 2: Experiment Group using ‘puzzle Games

Bivariate test using Wilcoxon

In Table 1, the researcher presents the

respondent's knowledge variable data before and after

treatment is given to each group. The group with the

'puzzle game' treatment only, that is in group 2,

experienced an increase in knowledge after being

treated compared to before treatment. The increase in

the value of knowledge in group 2 is the mean before

treatment 47.5 increased to 58.75 after treatment.

While the control group that received SAP counseling

treatment also experienced an increase in the average

value of knowledge from before the treatment mean

37.08 after the treatment obtained a mean of 50.00.

When compared, the average increase in the value of

knowledge of group 2 between before and after

treatment was 12.92 greater than the increase in the

average knowledge of group 1 by 11.25.

From table 1, we can also see the results of the

Bivariate Test between before treatment and after

treatment using the Wilcoxson Test for each group. In

group 1 or using SAP, the test results obtained 0.001

or less than 0.05, which means there is a significant

difference between the average value of knowledge

before treatment and the average value of knowledge

after treatment. In group 2 or using Puzzle Games, the

test results <0.001, which means there is a significant

difference between the average value of knowledge

before treatment and the average value of knowledge

after treatment.

Table 2: Results of the Mann-Whitney Bivariate Analysis

between group 1 and group 2

Group P-Value Group

Group 1 0,001 Group 2

This analysis aims to compare the post-

treatment values between group 1 using SAP with

Group 2 using a Puzzle game. From the table above,

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p-value <0.05 is obtained between group 1 and group

2, which means there is a significant difference from

the value obtained by group 1 and group 2.

In Table 2, the researcher presents the

respondent's knowledge variable data before and after

treatment is given to Group 1 which is given

treatment using the SAP Module only. When viewed

from the average value of knowledge, it is known that

there is a significant increase from an average value

of 61.2 to 80.8. This is evidenced by the paired T-test

analysis test, which shows the value of p <0.01, which

means there is a significant difference between the

value of knowledge before treatment with the value

of knowledge after treatment.

From table 3 below, it can be seen in more detail

in which part of the knowledge variable is increasing

in each group. In the sub-1 knowledge variable,

between the 2 control groups using SAP (Group 1)

and the Group using Puzzle (Group 2), groups 1 and

2 received the highest increase in correct answers

related to 'Symptoms of cardiac arrest', which

increased about 5 answers in both groups, while the

question 'Help if the victim knows there is no pulse?'

experienced a decrease in correct answers especially

in group 2 from 14 correct answers decreased to 9,

and group 1 decreased from 15 correct answers to 14

correct answers.

Table 3: Sub-Analysist on Variabel Knowledge based on Sum of True Answer

Question Kel 1

(pre-post)

Kel 2

(pre-post)

Sub-1

Understanding RJP

Help when seeing someone fall/faint

Help if the victim is unconscious?

Help if the victim knows there is no pulse?

Benefits of RJP

Stop cardiac arrest

Signs of Symptoms of cardiac arrest

8-12

9-14

6-10

15-14

8-9

12-14

8-14

0-5

18-18

11-13

14-9

11-9

8-8

5-11

Sub-2

Understanding RJP Volunteers

Benefits of RJP by volunteers

Chest compressions; breath

RJP Principle

Can CPI volunteers contract the disease while helping?

Is RJP breaking the law?

When do volunteers stop helping?

14-10

9-11

5-14

9-14

7-13

12-17

4-9

18-16

4-10

7-17

2-14

14-19

14-16

4-6

Sub-3

Definition of Chain of Survival

The first chain of Survival

The second chain of Survival

The third chain of Survival

The fourth chain of Survival

The nature of the management of the Chain of Survival

5-11

10-15

4-8

15-8

8-8

11-14

11-6

4-11

7-9

11-13

16-11

Sub 1: Knowledge of CPR

Sub 2: Knowledge of CPR Volunteer

Sub 3: Knowledge of Chain of survival

n = 17

In the sub-2 knowledge variable, between group

1 (the control group using SAP) and 2 (the puzzle use

group), group 2 received the highest total increase in

incorrect answers. In this sub-2 of knowledge, group

4 received the highest increase in questions about the

'RJP Principle', which increased from 2 correct

answers to 14, then followed by questions about dada

Chest compressions; breath ', where before treatment

there were only 7 correct answers increased to 17.

In the sub-3 knowledge variable, group 2 also

got the highest total increase in correct answers

compared to group 1. The highest increase in group 2

in sub-3 was obtained from questions about the

'second chain of survival' were before four

Inﬂuence of Puzzle Game toward the Level of Knowledge among Elementary Students at Kedungpedaringan 1

277

treatments; only the correct answers increased to 11

with the right answer.

From the data table, it is found that respondents

get an increase in the value of knowledge after

treatment, both in the control group and the

experimental group. Wilcoxon test results obtained

data p <0.05, which means there are significant

differences in the value of knowledge between before

and after the puzzle game treatment.

Knowledge is a process that is passed by an

individual through various kinds of sense of

acceptance he has. The process that develops in a

learning process will be stored in the form of

memories where these memories can be reopened in

the future. This suggests that the intensity of someone

or someone's attention to the learning process will

affect how much results are achieved in learning.

Most of one's knowledge is obtained through the

sense of hearing (ears), and the sense of sight (eyes)

(Notoadmodjo, 2005 p.50).

Several things affect one's level of knowledge.

Internal factors such as education are needed to get

information (such as things that support health to

improve the quality of life). Education can affect a

person including one's behavior about lifestyle,

especially to participate in the development of

knowledge. Another factor is the environmental

factor. The environment is a condition that exists

around humans, where he can influence the learning

process. The next factor is socio-culture, where socio-

cultural systems that exist in society can influence the

attitude in receiving information (Notoadmodjo,

2005).

Puzzle games are included in Educative

Learning Media. Educative learning media here is the

media used for student learning, which is more

familiarly referred to as an educational game tool

(APE). APE is "a game tool deliberately designed

specifically for educational purposes" (Mayke

Sugianto, T, 1995). Meanwhile, according to Suyadi

(2009: 53), what is meant by APE is "all forms of play

that can provide knowledge and abilities of children."

Thus this educational play tool is a tool used for

playing children but can help the learning process of

students by developing certain aspects of children.

According to Sudono in Suyadi (2009: 53), this

game can be created by making a game that has

properties such as loading and unloading, grouping,

combining, composing, and others. The teacher can

make this type of APE following the needs and

environmental conditions of students. Surely this tool

must be made as attractive as possible so that students

are interested in using it.

In addition to intelligence tests, this educational

puzzle game has many functions, including 1)

Practicing concentration, accuracy, and patience 2)

Strengthening memory 3) Introducing children to the

concept of 'relationships' 4) By choosing shapes, can

train children to think mathematically (using left

brain). Within the scope of the game, excellent

features in the game such as feeling to be challenged,

imaginative, and fun, provide the perfect situation for

students to be able to connect with learning. Then the

competitive nature of the game, where one must

defeat their opponents to win through collaboration

with friends and set different strategies, has shown

significant benefits for learning. Finally, the game in

learning allows two-way communication where there

is not only material or instruction but also a condition

where learning is actively absorbed through different

strategies (Baker et al., 2005).

In this study, group 1 received treatment in the

form of teaching using the Teaching Program Module

/ Unit (SAP). Respondents get the material through

the lecture method, asking questions and discussions

with other friends or teachers who provide the

material. This method is one method that is often used

to improve public health knowledge in general.

Teaching in the context of health is defined as an

effort to increase one's knowledge and abilities of

existing situations or systems through learning to

achieve better health outcomes or understanding

(Muninjaya, 2004).

The results obtained by group 1 are in line with

research conducted by Afrianto (2013), who uses

teaching to increase knowledge of self-protection

tools (PPE) for paprika farmers in Kumbo village.

There was a significant increase in the knowledge of

participants after being given treatment. Of the 20

farmers (65%) who previously had insufficient PPE

knowledge, no farmers had less PPE knowledge.

Teaching can improve one's knowledge because

teaching provides new information to individuals.

4 CONCLUSION

There is a significant increase in the value of

knowledge between groups one and group two.

Deeper research is needed regarding the appropriate

duration and type of learning that can explore the

benefits of puzzle educational games to the fullest.

The method of learning with puzzle games still needs

to be investigated further, whether it can stand alone

or should be an additional method of learning that

already exists.

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