The Effectiveness of Children’s Song-Based Learning Method on Improving Indonesian Vocabulary Mastery in Elementary School Students
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Abstract
Language acquisition and vocabulary mastery are fundamental to cognitive development in early childhood. From a physiotherapy perspective, the integration of multisensory learning approaches, including rhythmic and melodic elements, may stimulate neural pathways associated with both motor and cognitive functions. Objective: This study aimed to evaluate the effectiveness of a children's song-based learning method on improving Indonesian vocabulary mastery among first-grade elementary school students. Methods: A pre-experimental one-group pretest-posttest design was employed with 21 first-grade students (11 males, 10 females) from SDN 10 Rantau Selatan, Labuhanbatu Regency. The intervention consisted of four sessions incorporating children's songs as the primary instructional medium for vocabulary acquisition. Data were collected using vocabulary mastery tests (pretest and posttest) and analyzed using descriptive statistics and paired sample t-tests. Results: Results demonstrated a significant improvement in vocabulary mastery, with mean scores increasing from 55.50 (pretest) to 80.50 (posttest), representing a 25.00-point increase (p<0.001, t=14.15). The N-Gain score of 0.56 indicated moderate effectiveness. Standard deviation decreased from 19.208 to 10.500, suggesting more homogeneous learning outcomes post-intervention. Conclusion: The children's song-based learning method proved effective in enhancing vocabulary mastery, supporting the integration of multisensory, rhythmic activities in early childhood education. These findings align with physiotherapy principles of sensorimotor integration and neuroplasticity, suggesting that musical-rhythmic interventions may facilitate cognitive-linguistic development through enhanced neural connectivity and motor-cognitive coupling.
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