INFLUENCE OF THERAPEUTIC PLAY COLORING

AGAINST THE CHILD'S CREATIVITY

Wisnu Widyantoro1, Nur Setya Pertiwi2

Stikes Bhamada, Slawi

Oominyu@gmail.com

ABSTRACT

Play activities are important to growth and development in the physical, social, emotional,
intellectual, and spiritual children. Creativity is a process which is done by someone in the middle
of her life experience to develop himself towards the positive. Development of creativity between
children who each other are different both types or degree so needs to be stimulated and
developed since early childhood. The purpose of the study is to know the influence of play therapy
coloring to the development of creativity in kindergarten Dewi Masyithoh Plus Kalikangkung.
Research with this design model true alphabets experiment with. The population was 20 children
while the sample used is the total sampling where the entire population be used as samples. The
granting of a chicken image to color while the verbal assessment rubrics for creativity.
The analysis of the test hypothesis test using t (T-test) resulted in the Group's treatment there is a
relationship level difference between the score and the conclusion of creative value and not
creative. The initial conditions of the second grade students experiment and the control class is the
same. Statistically test results with the results of t count-0.896 and significant 0.394 second class
means there is no difference. T test results on the value of the post test experimental classes and
control classes value t calculate of 2.762 and significant 0.022. Those results when compared to
the value of the t table on signfikan 5% level is 2.22 so t count is larger than the t table. This
means that the hypothesis be accepted that there is a significant influence of learning with
children coloring therapy against creativity.
Conclusion there is an influence against creativity coloring play therapy in kindergarten Dewi
Masyithoh Plus Kalikangkung.

Keywords: play therapy, coloring, creativity in kindergarten

1. INTRODUCTION
Play is an activity that is important to the growth and development of the physical, social,
emotional, intellectual, and spiritual children. Play can get to know the environment, interact and
develop children's imagination and emotions well. The child does not feel compelled to play but
they will gain pleasure, enjoyment, information, knowledge, imagination, and the motivation of
socializing. The play has a very broad functions, such as for the child, to teachers, parents and
other functions for the child. The play may develop physical, motor, social, emotional, cognitive,
creativity (creativity), language, behavior, sensing acumen, release tension, and therapy for
physical, mental or other developmental disorders. Development the creativity in children,
especially in Kindergarten childhood can be menstimulasai the power of creativity and also to
increase creative (Karmila, dkk,. 2011).
Play is a child's efforts to seek satisfaction, escape to the realm of fantasy and release all his
desire that cannot be tersalurkan. Below are some of the functions of play according to Supartini et
al, (2004).
Child learning at an early age it takes a wide variety of techniques and the way because
learners early childhood is more highly active and their more unruly, then learning in early
childhood is definitively needed a methods and techniques that are able to make them more active
in a positive thing and not feel bored in learning that is delivered. Coloring pictures can be one of
the media for nurses to be able to recognize the level of development of the child. Psychologically
Dynamics describe that as long as the children play with the use of a tool such as pencil or crayon
coloring colors, will help the child to use his hand actively so as to stimulate the motor-wheel.
Coloring is one game that provides an opportunity for children to free expression as well as very
therapeutic (as the game's healers). The child can express her feelings by means of colouring
pictures for children is a way to communicate without using words (Wowiling, et al, 2001).
Early childhood education is education that is specific and intended for children who have a
level of age between 3-5 years. Fact is that students aged 3-5 years and has an active attitude and
tend to be unruly, then as a nurse or a teacher who was put on the institution are those who have
skills and a high level of patience. A wide variety of systems and ways of learning in early
childhood education is that students are required to be active and cooperative (Zulfa, 2010).
Play therapy is a dynamic interpersonal relationships between a child with a therapist who
is trained in the procedure of play therapy that provides and facilitates the game material so that it
created a relationship that is safe for children to express themselves through the medium of
eksplorsi and play (Landreth, 2005).
Play therapy is a psychiatric therapy, but in doing its factors expression of motion into a
point Object for the therapeutic analysis with the medium are forms of games that can give rise to
pleasure, enjoyment, and there is no element of coercion as well as raises motivation in itself is
voluntary, spontaneity, and had a pattern of rules not binding (Sukinah, 2007).
Play therapy is a way of coloring or alternative learning techniques that are able to answer
all the doubts and all the challenges the teachers among teachers kindergarten, because play
therapy by applying the dye on the learning of students or learners will feel more active and they
indirectly will follow a comfortable learning and spots for you. By applying the play therapy
faculty will be easy to regulate as well as provide knowledge in real (real) because students will
interact and will lead directly to appropriate coloring power think they are (Hermawan, 2010).
Coloring as one game that provides an opportunity for children to free berekspresidan very
therapeutic (as the game's healers). The child can express her feelings by means of coloring
pictures, this means drawing is suatau a way to communicate without using words (Suparto, 2004).
The selection of the type of game for children ages preschool one was the coloring, where
children come to like and know the color as well as recognize objects disekelilingnya. Coloring
has benefits to enjoyable activities while simultaneously train motor nerves, creativity, and
imagination of the child, the functions of the different colors and shapes in play can provide
stimulus child development (Ranuhandoko N, 2008).
Process approach with through the granting of play therapy is appropriate and effective
methods to lower tension and children can change the negative behavior of child in play. Play can
improve relations between children and increase self-reliance, can express a sense of distress, and
can foster a positive cooperative behavior (Suriadi, 2006).
Creativity is a process which is done by a person in the midst of her life experience to
develop himself towards the positive. Creativity expressionist in nature since the disclosure of the
expression is the trait that was born and can be developed through training exercises. Creativity is
a symptom of new thinking, a way of understanding/ new models that can be delivered, and then
used in life (Ulfah, 2008).
Development of creativity between children with one another varies in degree or kind of
good, because development of the creativity appear in each stage of human development from
infant to elderly stage of development. Creativity is the ability to create something new. Something
new here does not mean it must be totally new, but can also be as a combination of elements that
have been there before "(Barron, 2005).
Creativity needs to be stimulated and developed since early childhood. This creativity
development should conform to the individual stages. Therefore the rangsangannya needs to be
adjusted and not forced. Because of ntigung creativity that does not correspond to the stage of
development would overwhelm an individual, so that the individual did not develop normally. The
task of child development that supports creativity is the child must be able to develop new skills,
children are expected in the practice and the development of new skills development should
correspond to the age. Otherwise the child who was not able to develop creativity or skill will
show the attitude easily despair, feel insecure so withdraw from the activity and the fear of
exposing his efforts. Thus, creativity has an important role in determining human development,
because the child who can channel his creativity will have meaning to the pekembangannya stage.
Development of creativity can be shown early in a child's life and looks at the time he played. The
peak of creativity can be achieved at the age of 30 and the annual environmental influence on the
appearance of the expression of creativity (Akbar, 2006).
 Children at the age of pre-school love to play with color. Coloring can be an alternative to
develop children's creativity and can lower levels of anxiety in children over treated. One of the
characteristics of fine motor development in children pre-school is able to recognize colors.
Coloring games became one of the media for nurses to be able to recognize the level of
development of the child. Psychologically Dynamics illustrate that during coloring, children will
express his imagination in the stroke color in the image so that for a time the child will feel more
relaxed. Because of the system of learning that is saturating to the child, then coloring play therapy
techniques is indispensable to know the colourful train, train the concentration of children,
stimulation of imagination and creativity. The appeal of the art of coloring is very universal and
visually decorative especially on children pre-school, which is considered full of mystery and
puzzles. Develop complex questions are needed to go to education between science education can
reveal answers explaining the creative impulse in children (Kelly, 2004).
The purpose of this research is to know the influence of play therapy coloring creativity
towards the development of children ages pre-scholl.
Previous research by Suryanti, dkk, 2012, entitled the influence of origami and coloring
play therapy against the level of anxiety as the effect of hospitalisasi on children ages pre schools
in provincial hospital Dr. r. Goetheng Tarunadibrata the research results of Purbalingga stated there
is influence between origami and coloring play therapy against a decrease in levels of anxiety.
The second research was written by Sukatmi, 2013, entitled children's creativity through the
enhancement of mixing colour with Watercolour on media group a TK Kartika Rungkut Surabaya
showed that an increase in the average percentage of the level of ketercapaian on the ability of
children's creativity. Refers to the comparison of results data can be said that the ability of the
power of creativity of the child at the time of learning with the material development of mixing
colors watercolor has experienced an increase in the sense of a child capable of engaging in the
learning process as well as being able to find himself a new color based on his experienc.
Research conducted by Atisina, 2015, for granting therapeutic play coloring pictures and
levels of preschool age children obtained koperatif that there are influences of play therapy
colouring pictures against the cooperative level of preschool age children undergoing treatment in
the hospital's child care spaces, Prof. Dr. h. Aloei Saboe Gorontalo City drawing that therapy
which is one of the game's creative therapy to change child's behavior during the outpatient in the
hospital and can improve communication in children. With coloring pictures, children can express
thoughts, feelings, fantasies, and may develop his creativity through colouring games.

2. RESEARCH METHODS
This research uses a true experimental research design, research samples selected in this
draft are two samples. A sample given treatment coloring (experimentation) and sample B is not
given preferential treatment (control), both later observed during the pre and post test. Data
collection using a measuring instrument test of verbal creativity with media images given to
respondents who each got two different pictures. Then the respondents are directed to recite some
of the differences that exist in the image that you have prepared. All respondents indicated the
pictures already provided when where respondents can distinguish the image then is said to be
creative but determined with verbal assessment rubric. Before the action is performed the
researcher describes the implementation of therapy dye and ask the willingness to become
respondents in research (informed consent). The source of TK Dewi Masyithoh Plus Kalikangkung
with a total of 20 children, where 10 children's treatment group (class ekseprimen) and 10 older
non treatment group (grade control). The data were analyzed by t-test (T-test).

3. RESULTS AND DISCUSSION

Results of pre test development of creativity of the group treatment 4 children got creative
and uncreative, 6 children in the group non treatment got 3 children the value of creative and 7 not
creative. Those results showed no difference from the value of the pre- test class. On post test
development of creativity of the Group's treatment there are 8 children got creative value and two
children got value not creative, it showed an increase in the number of children the value of
creative and a decrease in the number of children not creative value.

Table 1. Development of creativity of pre and post test control class and a class experiment
 Experiment Control
Development of creativity
Frequency % Frequency %
Pre Test
- creative 4 40.0 3 30.0
- creativent 6 60.0 7 70.0
Post Test
- creative 8 80 4 40
- creativent 2 20 6 60

Hypothesis test results using a t-test values obtained t count on the results of the post test
experimental classes and control classes of 2.762 significantly 0.022. Those results count greater
than at t tables at a significant level of 5% was 2.228 so it means that there is an accepted
hypothesis of significant influence against creativity coloring play therapy in kindergarten Dewi
Masyithoh plus Kalikangkung. The T-test results can be seen in the following table.

Tabel 2. Result T-test

Paired Samples Test

Paired Differences t df Sig.
Mean Std. Std. 95% Confidence (2-
Deviation Error Interval of the tailed)
Mean Difference
Lower Upper
Experiment
Pair 1,700 1,947 ,616 ,308 3,092 2,762 9 ,022
Control

Growth and development of children ages pre-school or age 3-5 years had a rough and fine
motor abilities are more mature than the toddler-aged children. Children have become more active,
creative and imaginative. The ability to talk and connect socially with his friend. On the research
that the children that creativity increased after diterapi play that is older average age of 5 years.
The more mature or increasing age at child then the child's creativity level growing (Baron, 2005).
Play therapy is a therapy coloring creative games to improve communication in children.
Play therapy coloring can also provide opportunities for children to free expression. Granting of
play therapy on children's coloring is done for 3 days in a row where the first day done pre test
first before he did play therapy. After pre test do play therapy and play therapy done after 3 days
conducted post test to find out whether or not there is a difference of the results of the post-test.
The success of the play therapy is the readiness of the people who want to do the therapy,
the client will join his enthusiasm therapy, comfortable surroundings and can minimize the stimuli
from the outside especially therapies that will be performed in children. The success of this play
therapy treatment to the children of pre school is from his enthusiasm the children to follow the
play therapy, a penchant for children to play as one of the priorities of supporting play therapy.
Enthusiastic children to follow the play therapy for 3 days became an important factor in the
success of running a play therapy. In addition another bully factor should also be taken care of like
a child that is not a focus for this therapy. As in this research are assisted by their teacher aims so
that children want to focus on play therapy.
Moyles (2005). Play is a process which is required by both children and adults Play is a
child's efforts to seek satisfaction, escape to the realm of fantasy and release all his desire that
cannot be done, such as: the desire to be President, King, Queen Consort and others. Thus in the
process of play therapy coloring this need to keep the presence of concentrations of children who
are conducting play therapy, because it is essentially a game of outdoor stimulation will very
disturbing process of play therapy

Children who have not had a good attitude in the performance of play therapy due to a lack
of motivation in conducting play therapy will lead to judgements be not creative. The most
instrumental factor is the child itself to implementation of therapy can play well (Agustina and
Sitohang, 2012).
Creative educational games can be sourced from natural enviroment learner because the
environment is the perfect medium to be used as learning materials for children. The game in the
form of raw materials or objects that are already ready to use media used to be educational as well
as game to be made new or modified/completed. Creative educational game serves as a source of
knowledge, new skills for the child as well as the medium development of reason and creativity of
children like to think, analyze, solve problems yourself and do the logical and systemically
(Sugiharto, 2010).
Important aspects in conducting play therapy is conducting a continuous relationship over
the process of child's ability to make and maintain good contacts during the process of therapy.
Relations during the data retrieval is an important aspect in every session. Children will find it
difficult to maintain contact with a therapist for that therapy focus initially was able to help them
feel comfortable so they can make and maintain contact. During the process of making a good
contact therapy with attracting the attention of the child will make it easier for administering
therapy. Children who continuously speak, or who cannot play alone and always need people to
play is considered as children who do not have the ability to interact. The skills of making contact
with other children can be thought of as how do friendship. These skills include touching, seeing,
listening and hearing, taste, smell, speech, voice, body posture, movement and language (Blom,
2006).
The basic principle of the time childrens would be given therapy or an assessment
procedure is the need to give priority to their interests first and minimize losses caused. Granting
of play therapy must be ascertained is best interests should be the primary concern in making
decisions that may affect them. These principles include ethical rights of childrens who have
anxiety so can be minimized and managed efficiently or where the inconvenience can be avoided.
Sufficient preparation can minimize the losses (Delany and Conwell, 2012)

4. CONCLUTION
Hypothesis test results using a t-test values t count on the results of the post test
experimental classes and control classes of 2.762 significantly 0.022. Those results count greater
than at t tables at a significant level of 5% was 2.228 so it means that there is an accepted
hypothesis of significant influence against creativity coloring play therapy in kindergarten Dewi
Masyithoh Plus Kalikangkung.

5. THANK YOU
We say thank you to all the teachers TK Dewi Masyithoh Plus Kalikangkung and the
colleagues who have been willing to assist in the taking and processing of research data.

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