ORIGAMI AS AN EDUCATIONAL TOOL AND ITS EFFECT ON THE DEVELOPMENT OF SCHOOL STUDENTS
Keywords:
origami, students’ development, systematic literature review, origami, systematic literature review, students’ development
Abstract
In recent years, origami has also made its way into the field of education. Many countries have implemented origami in their educational curricula due to its numerous benefits for student development. Origami has been found to help students in many ways, including the development of cognitive, social, and motor skills. To investigate the effects of origami on student development, a study was conducted using a systematic literature review method. The study focused on articles published between 2018 and March 13, 2023, and utilized keywords such as "origami," "education," "student development," "cognitive skills," "social skills," and "motor skills." Six article selection criteria were established before the selection process, ensuring that only the most relevant and reliable sources were included. For instance, origami was found to be effective in improving students' math and geometry skills. Through the folding of paper, students were able to develop their spatial reasoning, geometric thinking, and problem-solving abilities. Additionally, origami was found to enhance students' fine motor skills, which are essential for various activities, such as writing and drawing. Origami also had a positive impact on students' psychology and emotion, as it provided a calming and relaxing activity that can help students reduce stress and anxiety. Furthermore, origami was found to foster creativity and critical thinking, as it requires students to think creatively and strategically when designing their paper creations.
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References
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[22] Islam, R., Saseendran, K., & Prakash, priyatha n. (2019). Effectiveness of Origami on Anxiety Among Hospitalized Children Admitted at Selected Hospital. International Journal of Recent Scientific Research, 10(5), 32535–32539.
[23] Klemer, A., & Rapoport, S. (2020). Origami and GeoGebra activities contribute to geometric thinking in second graders. Eurasia Journal of Mathematics, Science and Technology Education, 16(11). https://doi.org/10.29333/EJMSTE/8537
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[26] Mohd Safarin Nordin, & Diyana Abdul Razak. (2010). Tahap Kemahiran Visualisasi Dan Gaya Pembelajaran Pelajar-Pelajar Daerah Johor Bahru Dalam Mata Pelajaran Lukisan Kejuruteraan. Seminar Majlis Dekan-Dekan Pendidikan IPTA (Pp. 2-3).
[27] Muhammad Sukri Saud, & Lee Ming Foong. (2007). Kaitan Tahap Kognitif Visual Pelajar Pendidikan Kejuruteraan. In Jurnal Pendidikan Universiti Teknologi Malaysia (Vol. 12, Issue Oktober, pp. 15–25).
[28] Natalija, B., Lavicza, Z., Fenyvesi, K., & Milinković, D. (2019). Developing Primary School Students’ Formal Geometric Definitions Knowledge by Connecting Origami and Technology. International Electronic Journal of Mathematics Education, 15(2). https://doi.org/10.29333/iejme/6266
[29] Nengsih, N. A. (2020). Origami Sebagai Tindakan Adjuvant Atraumatic Care Terhadap Tingkat Kecemasan Anak Yang Menjalani Hospitalisasi Di Rsud 45 Kuningan. Journal of Nursing Practice and Education, 1(1), 11–20. https://doi.org/10.34305/jnpe.v1i1.194
[30] Pradipta, R. F., & Dewantoro, D. A. (2019). Origami and fine motoric ability of intellectual disability students. International Journal of Innovation, Creativity and Change, 5(5), 531–545.
[31] Purnell, A. (2009). Providing for Creativity through Origami Instruction. New York, 1–7.
[32] Sandra Adetya, & Gina, F. (2022). Bermain origami untuk melatih keterampilan motorik halus anak usia dini. Altruis: Journal of Community Services, 3(2), 46–50. https://doi.org/10.22219/altruis.v3i2.21501
[33] Sorguç, A. G., & Hagiwara, I. (2009). ORIGAMICS IN ARCHITECTURE : A MEDIUM OF INQUIRY FOR DESIGN IN ARCHITECTURE. 235–247. https://doi.org/10.4305/METU.JFA.2009.2.12
[34] Stanislus Unodiaku, S. (2022). Effectiveness of Origami-based Instructional Model Approach (Obima) on Secondary School Students’ Academic Performance and Interest in Mensuration, Enugu State, Nigeria. Frontiers of Contemporary Education, 3(4), p1. https://doi.org/10.22158/fce.v3n4p1
[35] Tella, A., & Sulaimon, F. A. (2022). Improving Pupils’ Achievement in Fraction Using Inquiry-Based Instructional Strategy Enriched with Origami Activities. Indonesian Journal of Science and Mathematics Education, 5(3), 285–296. https://doi.org/10.24042/ijsme.v5i3.12183
[36] Trisniawati, T., Rahayu, A., & Rhosyida, N. (2018). Implementasi Pembelajaran Origamasains Untuk Menumbuhkan Kecintaan Terhadap Matematika Dan Sains Sejak Dini. JIV-Jurnal Ilmiah Visi, 13(2), 91–99. https://doi.org/10.21009/jiv.1302.3
[37] Valentina, F., Wulandari, E., & Nuraeni, L. (2019). Upaya Untuk Mengembangkan Keterampilan Motorik Halus Melalui Aktivitas Origami Dengan Metode Demonstrasi Pada Anak-Anak Kelompok B Di Tk Bina Nusantara. CERIA (Cerdas Energik Responsif Inovatif Adaptif), 1(4), 1. https://doi.org/10.22460/ceria.v1i4.p1-6
[38] Wahyuni, S., Sulasri, & Patabang, I. (2020). Efektivitas Pemberian Alat Permainan Edukatif Origami Terhadap Perkembangan Motorik Halus Anak Di TK Frater Bakti Luhur Makassar. Jurnal Ilmiah Kesehatan Pencerah, 09(1), 59–64.
[39] Wati, S. (2019). Increasing Creativity of Early Childhood Through Origami Playing Activities. Empowerment, 8(1), 81. https://doi.org/10.22460/empowerment.v8i1p81-89.1163
[40] Wawointana, M. S., Isa, A. H., Laiya, F. P. y., Palo, U. F. I., & Rahmat, A. (2022). Train Students ’ Creativity With Paper Folding Media Using Origami Paper ". World Bulletin of Social Sciences, 17, 207–211.
[2] Anazco, M. I. S., & Zurn-Birkhimer, S. (2020). Using origami and cad as tools for spatial ability training for first-year female engineering students. ASEE Annual Conference and Exposition, Conference Proceedings, 2020-June.
[3] Anisa, A. N., Syafrudin, U., & Drupadi, R. (2021). Playing Origami Dan Its Impact on Fine Motor Skills Development of Children Aged 4-5. Journal of Early Childhood Education (JECE), 3(1), 22–30. https://doi.org/10.15408/jece.v3i1.19059
[4] Aprilia Dyah Kusumaningrum. (2013). Efektifitas Penggunaan Kertas Lipat (Origami) Dalam Meningkatkan Kreativitas Pada Anak. Journal of Chemical Information and Modeling, 53(9), 1689–1699. https://doi.org/10.1017/CBO9781107415324.004
[5] Ariandini, N., & Martono, J. (2013). Aplikasi Origami Pada Gaun. ITB Undergraduate Journal Of Visual Art And Design, 2(No1).
[6] Arici, S., & Aslan-Tutak, F. (2013). the Effect of Origami-Based Instruction on Spatial Visualization, Geometry Achievement, and Geometric Reasoning. International Journal of Science and Mathematics Education, November 2013, 1–22. https://doi.org/10.1007/s10763-013-9487-8
[7] Arslan, O. (2016). Turkish Prospective Middle School Mathematics Teachers’ Beliefs and Perceived Self-Efficacy Beliefs Regarding the Use of Origami in Mathematics Education. EURASIA Journal of Mathematics, Science & Technology Education, 13(6), 1533–1548. https://doi.org/10.12973/eurasia.2016.1243a
[8] Arslan, O., & Akif, M. (2016). Origami in Mathematics Education : The Development and Validation of an Origami-Related Self-Efficacy Scale 1 Matematik Eğitiminde Origami Kullanımına Yönelik Öz Yeterlik Ölçeği Geliştirilmesi ve Geçerlik Çalışmaları. 15(2), 548–559.
[9] Boakes, N. (2006). The Effect Of Origami Lessons On Student’s Spatial Visualization Skills And Achevement Levels In A Seventh-Grade Mathematics Classroom. Temple University.
[10] Bornasal, J. P. (2021). Effect of Paper Folding (Origami) Instruction in Teaching Geometry. International Journal of Social Science and Human Research, 04(07), 1605–1609. https://doi.org/10.47191/ijsshr/v4-i7-02
[11] Budinski, N., & Lavicza, Z. (2019). Teaching Advanced Mathematical Concepts with Origami and GeoGebra Augmented Reality. Bridges 2019 Conference Proceedings, 387–390. www.geogebra.com
[12] Cakmak, S., Isiksal, M., & Koc, Y. (2014). Investigating Effect of Origami-Based Instruction on Elementary Students’ Spatial Skills and Perceptions. The Journal of Educational Research, 107(January 2015), 59–68. https://doi.org/10.1080/00220671.2012.753861
[13] Caruana, G., & Pace, G. J. (2007). Embedded Languages for Origami-Based Geometry. Pace Pacing And Clinical Electrophysiology.
[14] Christabel, C. S. M. (2018). Effectiveness of origami on hospitalized anxiety among children. International Journal of Advance Research and Development, 3(8), 169–173. https://www.ijarnd.com/
[15] Cllaudia, E. S., Wdiastuti, A. A., & Kurniawan, M. (2018). Origami Game for Improving Fine Motor Skills for Children 4-5 Years Old in Gang Buaya Village in Salatiga. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 2(2), 143. https://doi.org/10.31004/obsesi.v2i2.97
[16] Cornelius, V., & Tubis, A. (2002). Using triangular boxes from paper to enrich trigonometry and calculus. Origami, 3, 299-305. Origami, 3, 299-305.
[17] Ekene, ndubisi esther, & A, arokoyu abosede. (2022). Origami-Based Instruction and Junior Secondary School Students ’ Academic Performance in Mathematics in Rivers State. 5(8), 45–51.
[18] Endo, M., & Sugiyama, H. (2011). Recent progress in DNA origami technology. Current Protocols in Nucleic Acid Chemistry / Edited by Serge L. Beaucage ... [et Al.], Chapter 12(June), Unit12.8. https://doi.org/10.1002/0471142700.nc1208s45
[19] Harahap, F., & Seprina. (2019). Kemampuan Motorik Halus Anak melalui Kegiatan Melipat Kertas Origami. Aṭfālunā: Journal of Islamic Early Childhood Education, 2(2), 57–62. https://doi.org/10.32505/atfaluna.v2i2.1284
[20] Harsismanto, J., Fredrika, L., Wati, N., Padila, Suryani, D., & Yandrizal. (2021). Effectiveness of playing origami intervention on improvement of fine motor development pre school children. Indian Journal of Forensic Medicine and Toxicology, 15(1), 1107–1112. https://doi.org/10.37506/ijfmt.v15i1.13565
[21] Husna, M., Pransiska, R., & Yulsyofriend. (2019). Pengaruh Kegiatan Origami Kertas Washi Terhadap Kreativitas Anak Di Taman Kanak–Kanak Aisyiah No. 1 Muara Panas Kabupaten Solok. Jurnal Ilmiah Potensia, 4(1), 67–77.
[22] Islam, R., Saseendran, K., & Prakash, priyatha n. (2019). Effectiveness of Origami on Anxiety Among Hospitalized Children Admitted at Selected Hospital. International Journal of Recent Scientific Research, 10(5), 32535–32539.
[23] Klemer, A., & Rapoport, S. (2020). Origami and GeoGebra activities contribute to geometric thinking in second graders. Eurasia Journal of Mathematics, Science and Technology Education, 16(11). https://doi.org/10.29333/EJMSTE/8537
[24] Lang, R. J. (2009). Origami 4. In Amc (Vol. 10). https://doi.org/10.1201/b10653
[25] Marji, M. S., Aisyah, N., Derasid, C., & Musta’amal, A. H. (2023). Students’ Perceptions of The Application of Origami Art in Engineering Drawing Subject. Jurnal Scientia, 12(1), 631–637.
[26] Mohd Safarin Nordin, & Diyana Abdul Razak. (2010). Tahap Kemahiran Visualisasi Dan Gaya Pembelajaran Pelajar-Pelajar Daerah Johor Bahru Dalam Mata Pelajaran Lukisan Kejuruteraan. Seminar Majlis Dekan-Dekan Pendidikan IPTA (Pp. 2-3).
[27] Muhammad Sukri Saud, & Lee Ming Foong. (2007). Kaitan Tahap Kognitif Visual Pelajar Pendidikan Kejuruteraan. In Jurnal Pendidikan Universiti Teknologi Malaysia (Vol. 12, Issue Oktober, pp. 15–25).
[28] Natalija, B., Lavicza, Z., Fenyvesi, K., & Milinković, D. (2019). Developing Primary School Students’ Formal Geometric Definitions Knowledge by Connecting Origami and Technology. International Electronic Journal of Mathematics Education, 15(2). https://doi.org/10.29333/iejme/6266
[29] Nengsih, N. A. (2020). Origami Sebagai Tindakan Adjuvant Atraumatic Care Terhadap Tingkat Kecemasan Anak Yang Menjalani Hospitalisasi Di Rsud 45 Kuningan. Journal of Nursing Practice and Education, 1(1), 11–20. https://doi.org/10.34305/jnpe.v1i1.194
[30] Pradipta, R. F., & Dewantoro, D. A. (2019). Origami and fine motoric ability of intellectual disability students. International Journal of Innovation, Creativity and Change, 5(5), 531–545.
[31] Purnell, A. (2009). Providing for Creativity through Origami Instruction. New York, 1–7.
[32] Sandra Adetya, & Gina, F. (2022). Bermain origami untuk melatih keterampilan motorik halus anak usia dini. Altruis: Journal of Community Services, 3(2), 46–50. https://doi.org/10.22219/altruis.v3i2.21501
[33] Sorguç, A. G., & Hagiwara, I. (2009). ORIGAMICS IN ARCHITECTURE : A MEDIUM OF INQUIRY FOR DESIGN IN ARCHITECTURE. 235–247. https://doi.org/10.4305/METU.JFA.2009.2.12
[34] Stanislus Unodiaku, S. (2022). Effectiveness of Origami-based Instructional Model Approach (Obima) on Secondary School Students’ Academic Performance and Interest in Mensuration, Enugu State, Nigeria. Frontiers of Contemporary Education, 3(4), p1. https://doi.org/10.22158/fce.v3n4p1
[35] Tella, A., & Sulaimon, F. A. (2022). Improving Pupils’ Achievement in Fraction Using Inquiry-Based Instructional Strategy Enriched with Origami Activities. Indonesian Journal of Science and Mathematics Education, 5(3), 285–296. https://doi.org/10.24042/ijsme.v5i3.12183
[36] Trisniawati, T., Rahayu, A., & Rhosyida, N. (2018). Implementasi Pembelajaran Origamasains Untuk Menumbuhkan Kecintaan Terhadap Matematika Dan Sains Sejak Dini. JIV-Jurnal Ilmiah Visi, 13(2), 91–99. https://doi.org/10.21009/jiv.1302.3
[37] Valentina, F., Wulandari, E., & Nuraeni, L. (2019). Upaya Untuk Mengembangkan Keterampilan Motorik Halus Melalui Aktivitas Origami Dengan Metode Demonstrasi Pada Anak-Anak Kelompok B Di Tk Bina Nusantara. CERIA (Cerdas Energik Responsif Inovatif Adaptif), 1(4), 1. https://doi.org/10.22460/ceria.v1i4.p1-6
[38] Wahyuni, S., Sulasri, & Patabang, I. (2020). Efektivitas Pemberian Alat Permainan Edukatif Origami Terhadap Perkembangan Motorik Halus Anak Di TK Frater Bakti Luhur Makassar. Jurnal Ilmiah Kesehatan Pencerah, 09(1), 59–64.
[39] Wati, S. (2019). Increasing Creativity of Early Childhood Through Origami Playing Activities. Empowerment, 8(1), 81. https://doi.org/10.22460/empowerment.v8i1p81-89.1163
[40] Wawointana, M. S., Isa, A. H., Laiya, F. P. y., Palo, U. F. I., & Rahmat, A. (2022). Train Students ’ Creativity With Paper Folding Media Using Origami Paper ". World Bulletin of Social Sciences, 17, 207–211.
Published
2023-05-31
How to Cite
Marji, M. S., Che Derasid, N. A., Musta’amal, A. H., & Jobin, A. A. (2023). ORIGAMI AS AN EDUCATIONAL TOOL AND ITS EFFECT ON THE DEVELOPMENT OF SCHOOL STUDENTS. Jurnal Scientia, 12(02), 2011-2018. https://doi.org/10.58471/scientia.v12i02.1370
