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A new study conducted by researchers from Universitas Negeri Makassar reveals that using the Android-based educational game "Secil" (Serial Belajar Si Kecil) significantly improves receptive language skills in children aged 5–6 years.

Published in July 2026 in the Jurnal Multidisiplin Madani (MUDIMA), the study was authored by A. Sulastrianingsih, Azizah Amal, Rika Kurnia R, and Muhammad Akil Musi. In an increasingly digital world, these findings highlight how guided screen time can be transformed from passive entertainment into an interactive learning tool that stimulates a child's language comprehension.

Understanding the Challenge of Early Childhood Receptive Language

Receptive language is the ability to receive, process, and understand spoken words and visual symbols before expressing them verbally. This fundamental skill includes vocabulary comprehension, following oral directions, and responding to verbal prompts.

In early childhood education, receptive language assessment often relies heavily on spoken responses. However, many young children understand instructions but require additional processing time or are not yet ready to express themselves verbally. Conventional teaching methods, such as storytelling or watching animated films, frequently lack opportunities for children to actively and independently practice nonverbal responses.

Research Methodology: Comparing Digital Games with Conventional Teaching

This quasi-experimental study took place from May to June 2026 at TK Babul Ilmi in Bulukumba, South Sulawesi, Indonesia. The study involved 28 children aged 5–6 years, divided equally into two groups:

  • Experimental Group (14 children): Participated in teacher-guided learning activities using the Secil educational application.
  • Control Group (14 children): Followed conventional learning activities using storytelling and animated movies.

The intervention spanned eight sessions, consisting of a pretest, six learning sessions, and a posttest. Data was collected using a performance-based observation instrument covering three core indicators: vocabulary comprehension, understanding one- and two-step instructions, and nonverbal responses such as pointing, selecting, matching, and connecting objects. The non-parametric Wilcoxon Signed-Rank and Mann-Whitney U tests were used for statistical analysis.

Key Findings: The Impact of Game-Based Learning

Data analysis demonstrated a substantially higher improvement in receptive language scores among children who learned with the Secil application.

Key findings from the study include:

  • Higher Score Gains: The experimental group recorded a mean gain of 13.57 points (increasing from 15.93 to 29.50), whereas the control group showed a mean gain of 6.86 points (increasing from 14.93 to 21.79).
  • Shift in Development Categories: By the posttest, 72% of children (10 out of 14) in the experimental group reached the "Very Good" category. In contrast, only 14% of children (2 out of 14) in the control group achieved the same level.
  • Statistical Significance: The Mann-Whitney U test on posttest scores yielded a value of $p = .006$ ($p < .05$). This confirms that children using the Secil educational game achieved significantly higher receptive language scores compared to those receiving conventional instruction.

Implications and Educational Value

The findings offer valuable insights for early childhood educators, parents, and educational policymakers. Utilizing multimodal interactive media like Secil—which combines audio, visual animations, and touch-based interactions—allows children to learn through a play-based framework (learning through play).

The application enables young learners to demonstrate language comprehension through direct actions without the pressure of immediate verbal expression. This approach is particularly beneficial for children who are quiet, cautious, or need extra processing time (wait time).

The researchers emphasize that teacher facilitation remains essential. Digital technology serves as a supportive medium, while human interaction, structured rules, and positive scaffolding from educators remain crucial for effective learning outcomes.

Author Profiles

This study was authored by an academic team from Universitas Negeri Makassar, Indonesia:

A. Sulastrianingsih, S.Pd. – Researcher in Early Childhood Teacher Education, Universitas Negeri Makassar.

Dr. Azizah Amal, S.Pd., M.Pd. – Lecturer and researcher in Early Childhood Education, Universitas Negeri Makassar.

Dr. Rika Kurnia R, S.Pd., M.Pd. (Corresponding Author) – Lecturer and researcher specializing in Early Childhood Education and Educational Technology, Universitas Negeri Makassar (Email: rika.kurnia@unm.ac.id).

Dr. Muhammad Akil Musi, S.Pd., M.Pd. – Senior lecturer and expert in child development, Universitas Negeri Makassar.

Research Source

Article Title: The Effectiveness of the "Secil" Educational Game on Receptive Language in Early Childhood: An Interdisciplinary Perspective
Journal: Jurnal Multidisiplin Madani (MUDIMA)
Publication Year: 2026 (Vol. 6, No. 7, pp. 961–968)
DOI: https://doi.org/10.55927/mudima.v6i7.96
URL : https://journalmudima.my.id/index.php/mudima