Teachers Drive Critical Thinking Through Creative Play in Indonesian Kindergarten Classrooms
Teachers at Indriya Luwuk Kindergarten in Banggai Regency, Central Sulawesi, play a decisive role in shaping young children’s critical thinking skills through creative, play-based learning. The findings come from a 2026 study by Suma K. Saleh, Anik Mufarrihah, Karmila P. Lamadang, and Yuyun Febriani of Universitas Muhammadiyah Luwuk, published in the International Journal of Integrative Research. The research highlights why teacher-designed creative games matter at a time when early education systems worldwide are under pressure to move beyond rote learning and nurture problem-solving from an early age.
Why Early Childhood Critical Thinking Matters
Across education systems, critical thinking is increasingly seen as a foundational skill, not something to be taught only in secondary school or university. In early childhood, this ability appears in simple but powerful forms: asking questions, comparing ideas, experimenting, and explaining decisions.
In Indonesia, early childhood education faces diverse classroom realities. Teachers often manage children with very different personalities—some outspoken and curious, others shy and hesitant. Without intentional strategies, quieter children risk being left behind. Creative play offers a way to bridge these gaps by turning learning into an inclusive, engaging experience where every child can participate.
The Indriya Luwuk Kindergarten study adds timely evidence to debates on how teachers can actively cultivate thinking skills while keeping learning enjoyable and developmentally appropriate.
How the Research Was Conducted
The research was carried out at Indriya Luwuk Kindergarten, involving 17 children in Group A (early childhood level) and their teachers. Using a descriptive qualitative approach, the researchers gathered data through:
-Classroom observations
-In-depth interviews with teachers and school leaders
-Documentation of learning activities and children’s work
Rather than relying on tests or scores, the study focused on everyday classroom interactions. The researchers closely examined how teachers planned activities, guided play, and responded to children’s ideas during creative games.
What Creative Games Look Like in Practice
Teachers at Indriya Luwuk Kindergarten designed and facilitated a range of creative games aligned with weekly learning themes and children’s developmental levels. These activities included:
-Building structures with blocks
-Role-playing everyday situations
-Making collages from simple materials
-Stringing beads and stacking objects
-Conducting simple, child-friendly experiments
Teachers did not dominate the activities. Instead, they provided materials, gave open-ended instructions, and allowed children to explore freely while remaining present to guide and observe.
Key Findings: Teachers as Catalysts for Thinking
The study shows that teachers’ roles extend far beyond instruction. At Indriya Luwuk Kindergarten, teachers consistently acted as:
-Facilitators, providing materials and a safe environment for exploration
-Activity designers, tailoring games to themes, interests, and developmental needs
-Guides, asking open-ended questions rather than giving direct answers
-Observers, documenting children’s behavior, interaction, and progress
This approach had a clear impact on children’s critical thinking abilities. The researchers observed noticeable improvements, including:
-Greater confidence in asking questions
-Increased willingness to express opinions
-Improved ability to find solutions during play
-Early skills in evaluating their own work
One teacher explained that children were rarely given immediate answers. Instead, teachers encouraged them to try again, think differently, and learn from mistakes—an approach that helped reduce fear of failure.
Learning Through Questions, Not Answers
A defining feature of the classroom practice was the use of open-ended questioning. Teachers frequently asked prompts such as, “What will happen if we do this?” or “How can you make it stand?” These questions pushed children to predict outcomes, test ideas, and reflect on results.
According to Karmila P. Lamadang, a lecturer and early childhood education specialist at Universitas Muhammadiyah Luwuk, this method is essential. She notes that teachers who position themselves as guides rather than instructors create space for children to think independently and creatively, even at a very young age.
Real-World Impact for Schools and Policy
The findings carry important implications for educators, school leaders, and policymakers:
-For teachers, creative play can be systematically integrated into daily lessons to strengthen thinking skills without sacrificing curriculum goals.
-For schools, investment in simple play materials and teacher training can significantly enhance learning quality.
-For education policymakers, the study supports early childhood curricula that emphasize play-based, inquiry-driven learning rather than early academic pressure.
The research also highlights the importance of consistent teacher involvement. Creative games alone are not enough; it is the teacher’s guidance, questioning, and observation that turn play into meaningful learning.
Building Foundations for Lifelong Learning
By fostering critical thinking in early childhood, teachers help children develop habits that last well beyond kindergarten. Children who learn to question, experiment, and evaluate are better prepared to face complex challenges later in life—academically, socially, and emotionally.
The Indriya Luwuk Kindergarten study reinforces a simple but powerful message: when teachers intentionally design and guide creative play, early classrooms become spaces where thinking grows naturally.
Author Profiles
Suma K. Saleh, M.Ed. – Lecturer in Early Childhood Education, Universitas Muhammadiyah Luwuk
Anik Mufarrihah, M.Ed. – Lecturer in Early Childhood Education, Universitas Muhammadiyah Luwuk
Karmila P. Lamadang, M.Ed. – Lecturer and researcher in Early Childhood Education, Universitas Muhammadiyah Luwuk
Yuyun Febriani, M.Ed. – Lecturer in Early Childhood Education, Universitas Muhammadiyah Luwuk
Source
Journal Article: The Role of Teachers in Improving Early Childhood’s Critical Thinking Abilities Through Creative Games at Indriya Luwuk Kindergarten
Journal: International Journal of Integrative Research
Year: 2026
DOI: https://doi.org/10.59890/ijir.v4i1.125
0 Komentar