The Effectiveness of Butterfly Songs on Intrapersonal Intelligence

Children Aged 5-6 Years

Indra Yeni

and Vivi Anggraini

Early Childhood Education, Universitas Negeri Padang, Prof Hamka Street, Padang, Indonesia

Keywords: Butterfly Song, Intrapersonal Intelligence, Early Childhood.

Abstract: This study aims to determine the effectiveness of butterfly songs on children's intrapersonal intelligence in

Nurul Hidayah Bukittinggi Kindergarten. This study involved 20 children as research objects, of which ten

belonged to the experimental class and 10 to the control class. The research design was the pretest-posttest

control group. The collection used a scale to test the quality of the measuring instrument. It used the content

validity test with professional judgment to see reliability using SPSS 20.0 for window with the Alpha

Crombach technique. Hypothesis testing used the statistical T-test technique with the help of SPSS 20.0 for

the window, which showed a significant level of 0.000. It shows that the butterfly song is effective in

increasing intrapersonal intelligence in Kindergarten.

1 INTRODUCTION

The golden age is the golden age for children aged 0-

8 years, where children at this time can quickly

absorb and understand what is being taught to them.

During this golden age, the formation of the nervous

system fundamentally occurs, and the absorption

capacity of the child's brain reaches 80%. At 0-4

years, as much as 50% of intelligence will be

awakened, and at the age of 4-6, it will develop to

80% of the total intelligence achieved at 18 years. For

a child's intelligence to develop optimally, it is

necessary to provide stimulation throughout his life.

Children's stimulation is, of course, from the family

and school environments. Children's stimulation from

the family environment and school environment can

make them human beings who grow with

intelligence. The intelligence that every child has

from birth is different. According to Gardner in Anita

Yus (2010: 10), "The essence of every child is an

intelligent view of this route that intelligence is only

seen from the IQ factor. Gardner sees intelligence

from various dimensions. Every intelligence

possessed will be able to lead children to achieve

success. Still, according to Gardner in Antonius

Atosokhi et al. (2003: 54), "The multiple intelligences

in question consist of 8 types of intelligence, namely

https://orcid.org/0000-0002-3039-8326

https://orcid.org/0009-0000-1799-8952

linguistic intelligence, logical-mathematical

intelligence, naturalist intelligence, visual-spatial

intelligence, kinesthetic intelligence, musical

intelligence, interpersonal intelligence, intelligence

intrapersonal”.

According to Ngalim Purwanto (2006), each

child's different bits of intelligence are factors of

innateness. Innateness is determined by the traits and

characteristics that are innate. Furthermore,

influenced by Maturity, every organ in the human

body experiences growth and development. Every

organ (physical or psychological) can be said to have

matured if it can carry out its respective functions.

The formation is also a factor. The formation is all

circumstances outside of a person that affects

intellectual development. Distinguished in the

formation of intentional as done in schools and the

formation of unintentional as the influence of the

environment. Specific interests and traits are also a

factor in different intelligences in children. Interests

and innate direct action toward a goal are the impetus

for that action and freedom, meaning humans can

choose specific methods to solve problems. All

intelligence can be developed in every child, but

researchers will discuss intrapersonal intelligence in

children in this study. Intrapersonal intelligence is an

ability related to awareness and knowledge about

Yeni, I. and Anggraini, V.

The Effectiveness of Butterﬂy Songs on Intrapersonal Intelligence Children Aged 5-6 Years.

DOI: 10.5220/0012201000003738

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 4th International Conference on Innovation in Education (ICoIE 4 2022) - Digital Era Education After the Pandemic, pages 355-357

ISBN: 978-989-758-669-9; ISSN: 2975-9676

355

oneself. Intrapersonal intelligence is intelligence in

understanding and understanding yourself.

According to Gardner in Suparno (2013), children

who have Intrapersonal Intelligence will stand out in

the following abilities:

1. Can concentrate well

2. Surprise and expression of different feelings

3. Deep self-knowledge

4. Self-balance

5. Awareness of spiritual reality

6. Reflective, likes to work alone.

From the results of observations made by researchers,

intrapersonal intelligence in Nurul Hidayah

Bukittinggi Kindergarten children where children

have not been able to express simple or confident

opinions and defuse rules. Children cannot complete

their work, cannot express activities such as telling

about themselves, can see facial expressions when

doing activities he likes, and can express their

feelings. Teachers are less able to motivate children

by using exciting methods. For children to be

interested in learning, teacher learning uses creative,

innovative and varied methods for children, because

creativity in choosing methods is very important in

learning, so children want to play an active role

directly and not passively. Based on the description

above, the observer stated that this phenomenon

needs to be minimized by giving flying butterfly

songs to improve children's intrapersonal abilities.

The flying butterfly song is a song with the theme of

flying butterflies. Song (singing) is a work of art

related to sound art and language art, as a work of

sound art that involves the melody and vocal color of

the singer.

Music is used as a learning medium. Of course, it

must be able to make the learning atmosphere fun and

not dull. In this case, music is related to numbers. The

use of music for children will undoubtedly have a

positive impact on their learning process. It is because

music is a way to stimulate the mind so that children

can receive the material well. In addition, music

stimulates the mind, improves concentration and

memory improves cognitive, physiological, and

emotional intelligence. Music will also affect

children's feelings, influencing the teaching and

learning process. So the goal to be achieved in this

study is to develop intrapersonal abilities using music

media in group B kindergarten children.

2 METHODOLOGY

This research was conducted using a quantitative

approach. Which method used in this study is a quasi-

experimental design (pseudo-experiment). The use of

quasi-experimental design methods was carried out to

achieve the research objectives, i.e., increase the

ability to know numbers in Kindergarten Group B

children. The quasi-experimental design used in this

study was a non-equivalent pretest-posttest control

group design (Sugiyono, 2011). A description of the

flow of implementing the guidance program using

music media can be seen in the picture as follows.

Table 1: Design research.

Information :

01: initial test (before being given treatment) on

the experimental group and control group

02: final test (after being given treatment) on the

experimental group and control group

X1: giving treatment using music media

X2: conventional treatment / without treatment

3 RESEARCH RESULTS AND

DISCUSSION

The results of research done on the control group,

after being given a pretest and then the control group

did conventional learning six times meeting and given

a posttest, can be seen from the results below. Based

on the t-test results, the results obtained were t =

12.038 with a level significance of 0.000. It shows

that there is a significant difference between the

experimental group and the control group.

Related to this research, researchers have

conducted observations and interviews that focused

on aspects of the development of intrapersonal

intelligence in children, namely, aspects of

independence, discipline, self-confidence,

responsibility, expressing activities, and being able to

improve themselves. Based on the results of the data

obtained from observations and interviews in group B

of Nurul Hidayah Kindergarten with 15 children. It

was found that there were eight children whose

intrapersonal intelligence development was at an

excellent level of developmental achievement (BSB)

and five children with an expected development level

of achievement (BSH). Moreover, the remaining two

children with the level of achievement began to

ICoIE 4 2022 - The Fourth International Conference on Innovation in Education

356

develop (MB). It is influenced by habituation at home

or school.

More details can be seen in the following graph:

Using this song helps children in developing

intrapersonal abilities. Sugiono (2013: page 191)

states two ways to develop intrapersonal intelligence

in children at school: 1) Creating a positive self-

image. Teachers can give an excellent self-image to

children by displaying a warm but firm attitude

towards children so that children still respect the

teacher. In addition, teachers who respect and care for

their students will make it easier for teachers to give

attention, appreciation, and acceptance to their

students. 2) Creating an atmosphere that supports the

development of intrapersonal abilities and children's

self-esteem.

With children appearing in front of the class and

singing children's songs, they are pleased and can

express themselves. Tadkiroatun Musfiroh (p. 9.13)

states that intrapersonal intelligence in children can

be developed in various ways, including playing,

playing, conversing, and telling stories. This activity

aims to stimulate children's ability to understand their

characteristics and interests, the ability to evaluate

themselves, the ability to enjoy activities, the ability

to express intentions and self-expression, and the

ability to be disciplined and self-controlled.

Intrapersonal intelligence is essential for everyone

who wants to gain control over their lives and achieve

success and security. In this study, intrapersonal

intelligence skills include independence, discipline,

self-confidence, responsibility, expressing activities,

and improving oneself. Intrapersonal intelligence

stands out in children who often look quiet and prefer

to contemplate and work alone.

4 CONCLUSION

Based on the results of data analysis obtained by

researchers in the previous section, it can be

concluded that the development of children's

intrapersonal intelligence overall is already at a very

well-developed achievement (BSB) because most

children are at the level achievement of BSB, namely

eight people, and five people with the achievement of

BSH. While aspects of the development of

intrapersonal intelligence of children. It proves that

the flying butterfly song effectively develops early

childhood intrapersonal abilities.

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