Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 108 APPLICATION OF PLAYING METHOD MOBIS TO GROW-BUILD A FINE MOTORIC SKILL AND CREATIVITY OF PRESCHOOL AGE (5-6 years) THROUGH MOBILE ACTIVITIES IN ISLAMIC KINDERGARTEN AN-NISA BANDUNG 1Efi Muftiati, 2Euis Eti Rohaeti, 3Nandang Rukanda1,2,3 IKIP Siliwangi ABSTRACTImplementation of play methods in early childhood has always been a major effortin foster-growinga fine motor skills and creativity. In An-Nisa Bandungkindergarten, the method of playing through Mobis (Motor skills block interlockingsystem) activities is applied to 20 B-age group students aged 5-6 years to know thesuccess rate of developing motor skills and creativity after 8 times of monitoring inthe class. The results of the experimental experiments show a smooth growth rateof fine motor skills average of 70% or included in the category "Growing as thehope" and the average creativityof 85 % which belongs to the category "Growingvery good". Evaluation of the effectiveness of Mobis method implementation showsmore correction or refinement result about parameters of the number ofapplications within the specified time period that best suits the psychologicalsituation of the students. The other improvements are statistically mainly aboutthe number of students who should be more and come from various backgroundsof family culture, as well as supporting facilities in class activities and the numberof teachers and teacher assistants who monitor. Keyword : playing methods, motoric and creativity, mobile activities INTRODUCTIONEarly Childhood Education (PAUD) based on RI Law no. 20 of 2003 on the nationaleducation system, defined as a conscious and planned effort to create an atmosphere oflearning and learning process to children aged 0 to 6 years actively and creatively inorder to have the emotional and spiritual intelligence, and intellectual intelligenceneeded for himself, country (Book of RI Law No. 20 of 2003, Yamin, et al, 2010; Wiyani,NA, 2016). In the early childhood learning process there are three main stages: infantstage (0-12 months), "under five years" / toddler (1-3 years) and preschool (3-6 years)stages; which is where the preschool stage is the most sensitive period of informationintake from its environment or education. This sensitivity will greatly affect the processand the results of growth in the fine motor aspects and the creativity of preschoolers.Whereas in the stages of infants and toddlers, it is more dominated by physical growthwhich is increasingly elongated and enlarged, and only relatively few experiencepsychic development.As the authors compile from the opinions of experts on the notion of 'fine motor' that isthe organizing movement that involves only certain parts of the body using smallmuscles by carefully coordinating with the eyes, hands and fingers (Hurlock, EB, 1978,Santrock, WJ, 1995; Sumantri, MS, 2005; Sujiono, et al, 2009 & Noorlaila, I., 2010); hence Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 109 the application of appropriate stimulus methods to children in the preschool stage canbe said to be obligations that must be implemented by educational institutions orkindergartens in the modern society. Furthermore, the implementation of fine motordevelopment itself at preschool age (4-6 years) aims to achieve the following abilities(Sumantri, M.S., 2005):a. The child is able to develop fine motor skills related to the motion skills of both hands.b. Able to move the limbs associated with fine motor skills related to fingers, such as:readiness to write, draw, and manipulate objects.c. Able to coordinate hand and eye speed,d. able to control emotions in smooth motor creativity.While Yudha M. Saputra & Rudyanto (2005) mentioned there are some goals of finemotor development of children are as follows:a. Able to function small muscles such as finger movements.b. Able to coordinate hand and eye speed.c. Be able to control emotions.From the two opinions above can be concluded that the purpose of fine motordevelopment of children in this study is the child is able to Develop the skills of handmovement, especially the fingers, children able to coordinate the speed of the eyes andhands, and able to control the emotions. The purpose of fine motor development in thisstudy is the child is able to move the smooth muscles of the finger and hand eyecoordination to perform activities such as stringing some components of educationalplay tools Mobis (Motor Skills Block Interlocking System) into a meaningful symbolicform. The right selection of stimulus methods must be based first on the results ofevaluating experiences from the application of playing methods that have been appliedbefore.As for the notion of 'early childhood creativity', the author refers more to the opinionsof experts that can be summarized as follows: Creativity is the ability to createsomething new from the interaction between the individual and his environment whichis a combination of various experiences throughout his life including education gainedSemiawan, CR, 2009; Munandar, U., 2009 & Ngalimun, et al., 2013). From this sense wecan derive some general indicators as creative children, that is: have a strongimagination, have initiative, have wide interest, free in thinking (not rigid andinhibited), are inquisitive, always want to get experience - new experiences, self-confidence, eager, risk-taking (not afraid to make mistakes), and dare to expressopinions with confidence (no doubt in expressing opinions despite criticism and dare todefend opinions that became his belief).As stated above, the implementation of "play method" in early childhood is animplementation obligation in kindergarten schools as the optimal way for growth ofmotor and creativity aspects. So with the many types of games and play tools thatproducers have developed, kindergarten schools have been able to choose the mostappropriate, according to the needs of the students in the circle and the culture of aparticular community. For that let us review in advance the basic notions of play itself Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 110 which the author summarized from various definitions compiled by educationalpsychologists, namely: 'play' is an activity carried out by children repeatedly with theintention of having fun, which also functions as a medium to improve cognitivedevelopment of children (Tejasaputra, 2005; Hariwijaya, 2009; Piaget, 2010; Vigotsky,2010). It is also said that early childhood in playing is also interested in particular in thesymbolic and imaginary aspects of a game (Vigotsky, 2010). From the notion of 'playing'above, it can be extracted the dominant factors of the child's behavior just beforeplaying, when play and moments after playing. Before playing, spontaneously-sporadicenthusiasts who then play games, when playing are often repeated activities so thatthey memorize the ways to play and also become more skillful in motoric behavior, andwhen after playing the child will increase his understanding (cognitive) game symbolsand also increased the power of imaginary thinking or creativity. Therefore, specificallyfor fine motoric aspects and early childhood creativity, this playing activity can be usedas a medium for the application of playing tools or methods that provide more stimulusfor fine motor development and creativity of preschoolers. Background Problems and HypothesesThe progress of the current era that has reached the millennial century withinformation technology hegemony that penetrates all corners of the hemisphere, withno exception occurring in the archipelago of the Republic of Indonesia, which involvesall people from the early age groups to retired parents. This level of progress hascertainly increased the demands of society's capacity that should be in line with theprogress of civilization. Therefore, various 'preparations', especially in the field of earlychildhood education, especially at the preschool stage, should be carried out as targetedand effective as possible in the implementation of their learning. In this preschool stagewhere fine motorbike and creativity are two of the most important aspects that must bedeveloped, if it is associated with the demands of the progress of civilization, theformulation of important things can be the reason for having to choose a method that ismore effective and on target, namely:1. Preschool stages (3 - 6 years) are age levels where early childhood experiencemaximum sensitivity to information and other environmental influences that will affectthe process and results of child growth and development,2. Therefore, the activities of fine motor learning and creativity as an early stage of earlychildhood development are very important factors to be implemented in kindergarteneducation institutions.3. The need to make an effort to select playing media that provides more stimuluscarefully so that it can produce the development of fine motor skills and children'screativity that is most optimal in facing the challenges of further life in modern times.To answer the above three things which are the background of the problems in moderntimes, it is necessary to build a theoretical hypothesis that is expected to beimplemented and produce solutions to these problems. The hypothesis is to test themore advanced play methods such as Mobis play (Motor skills block interlockingsystem); which is definitively an educational tool to train subtle motorics and children'screativity and help children to be smarter, confident, independent, strong in socializing,have a high level of curiosity, creative, innovative and ready to go higher. The success of Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 111 this hypothesis is expected to be a testimonial or model for the application of moreeffective play methods in the future. Location, Time and ObjectivesThis research is conducted by the author by taking the location in An-Nisa kindergartenwhich is located at Jalan Jenderal Sudirman No. 819 Bandung (figure 1), with theimplementation of observation data retrieval as many as 8 meetings in the class fromJanuary to March 2018. Aims to get an overview and further understanding of the levelof success of the application of the playing method using Mobis play equipment inpreschoolers aged 5 - 6 years. Figure 1. Research location at An-Nisa Kindergarten, Jl. Jend. Sudirman 819 Bandung(on the left), and the atmosphere of the playground (on the right). METHOD ARRANGEMENT OF STUDENT DATA SAMPLINGThis research uses qualitative-descriptive research method, which then is done byinterpretation of curve of observation result. It is said 'qualitative' because in itsanalysis is based only on the rise and fall of the curve of the observed parametersplotted in the diagram, without calculating the mathematical formula. In each analysis isalways accompanied by considerations of the results of the description of the students'subjects. The subject of this research is the method of playing by using a Mobis playingtool, which is a kind of beam play equipment that will be arranged "interlocking" into acreative and symbolic meaning of larger and / or higher meaning (figures 2 & 3). Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 112 Figure 2. Mobis play tools (Motor Skills Block Interlocking System) Figure 3. Mobis guidebook that describes the symbolic reconstructions of helicopter,camera, fan, telephone, boat, robot, elephant and duck; with various forms of Mobisbeams needed to assemble them. Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 113 This research method is designed to observe progress on the main variable of finemotor, creativity and understanding of Mobis playground, where each variable ismonitored on various derivative indicators (table 1). Table 1. List of Indicators of each Variable to be observed progress No Variable Indicator1 Fine motoricskill(Optimizing theuse of hand andfinger muscles) 1. Taking components and installing components asdirected.2.Able to disconnect and restore components correctlyaccording to directions.3. Able to make forms according to direction4. Able to make shape gradually until finished.2 Creativity 1. Able to beride create their own shape2. Able to use at least 5 Mobis components3. Be able to name names of self-made form4.Able to create your own form with various variations3 Mobis 1. Does the child know Mobis ?2. Can the child mention the name and part of the mobiscomponent ?3. Does the child have an interest in Mobis ?4. Does the child last a long time playing the Mobis ? The observation in An-Nisa kindergarten class was held for 8 meetings in January toMarch 2018 or once a week. Observation results are expressed in numbers 1 to 4 whichrepresent the following four success categories:1 = BB (Undeveloped), 2 = MB (Start to Grow), 3 = BSH (Growing as Expected) & 4 =BSB (Developing Very Good). Selection of Mobis MethodsMobis play equipment is chosen by the author as the subject of research due to itsexistence which is not at all dangerous for children and with very light weight andcolors that appeal to the child. From the author's observation, this playground hasadvantages and disadvantages as follows; The advantages:1.Mobis made of material safe for children2. The color is interesting so the kids are more happy3. The quality of the material is standard / not easily damaged4. Media playing tools that are good for developing fine motor skills (training the fingersmuscles Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 114 5. Improving children's creativity (creating constructive form and pouring children'simagination in real form)6. Emotional social train the child in terms of patience, responsibility, foster self-confidence, concentration of hands) Disadvantages:1. The price is expensive2. Not sold freely on the market3. Still limited to big cities.The steps of the implementation of Mobis Playing Methods in the class are as follows:• Opening:a. Regardsb. Greetings / Questions about the activities of students before coming to schoolc. Reviewed material befored. Submitting today's material through guesses, stories, songs or moral messages thatthe teacher wants to convey on that day.e. Promise mobis (train responsibility and discipline when making shapes• Fill in the Core Materials / Activities:a. Distribution of mobility toolsb. Warm-up (finger exercises or body exercises)c. Forming according to theme with 30 minutesd. Ice breaking (an activity / movement to restore the child's concentration)• Activities:a. Play togetherb. Children's presentation (Children mention / explain about the form made)c. Imagine with the created shaped. The teacher went around doing the assessment• Closing:a. Spruce up Mobis playgroundb. Impression messagec. Review a little material next week.The total duration of time required for all these steps is one hour. The observationactivities are carried out using the same standard format every day for each monitoringof fine motor progress (see example in table 2) and creativity (see example in table 3)for all student participants. Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 115 Table 2. Examples of fine motor observation formats used during the first 4 classmeetings. Sheet of Mobis Fine Motoric Smooth Observation Class B Fatimah Islamic An-Nisa Kindergarten Bandung First meeting No Name of puple Optimize the use of finger and hand muscles (able to take and install components as directed BB MB BSH BSB 1 2 3 41 Akmal Naufal F 2 Fadli 3 Fathiya 4 Bagas 5 Hasya 6 Azka 7 Ghailan 8 Alarick 9 Sabiq 10 Mutia 11 Naura 12 Naurah 13 Putri 14 Raja 15 Vale 16 Wangsa 17 Jian 18 Alika 19 Nizam 20 Nindy  Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 116 Table 3. Examples of creativity observation formats used during the 4 second meetingsin the class Sheet of Mobis Creativity Observation Class B Fatimah Islamic An-Nisa Kindergarten Bandung Fifth meeting No Name of puple Able to make their ownshapes BB MB BSH BSB 1 2 3 41 Akmal Naufal F 2 Fadli 3 Fathiya 4 Bagas 5 Hasya 6 Azka 7 Ghailan 8 Alarick 9 Sabiq 10 Mutia 11 Naura 12 Naurah 13 Putri 14 Raja 15 Vale 16 Wangsa 17 Jian 18 Alika 19 Nizam 20 Nindy  Other activities that are also considered an important factor in considering the finalevaluation results Mobis play method is the retrieval of interviews with both parentsand teachers involved in Mobis activities. Interviews with students are scheduled totake place after the Mobis playing method is finished or after the eighth day, while theinterviews with the teacher can be carried out on the days of Mobis play or other days Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 117 that are close together, of course with different hours. The materials or indicators thatbecome the standard of interview, as shown in the example of Tables 4 and 5, asfollows; Table 4. Example of standard indicators / aspects studied in Interviews with parents ofparticipants participating in the Mobis play method. PARENTING INTERVIEW Respondent name / The parent of : Lia Rislianingsih/Akmal Gender : Perempuan Age : 37 Tahun Occupation : Housewife No Aspects to be observed Yes Rarely No1. Does the child eat alone at home ? 2. Do children bathe themselves ? 3. Is the child able to button his own clothes ? 4. Do children tie their own shoelaces with a littlehelp from others ? 5. Can the child comb her own hair ? 6. Do children at home like to make various forms ofplasticine ? 7. Whether the child at home has a game tool"Mobis" ? 8 Does the child often play Mobis at home ? 9 Does the child enjoy playing Mobis ? 10 Do parents know the schedule of mobis activitiesat school ? 11 Is the child enthusiastic if there is a schedule ofMobis activities in school ?  Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 118 Table 5. Format of interview guide for teachersINTERVIEW GUIDE FOR TEACHERSName of Respondent : ........................Gender :…………………….Age :…………………….Occupation : ........................ A. Planning.1. Do you hold consultations with other teachers in preparing RPPH ?2. Is the learning that will be given to students is in accordance with the reference forPAUD learning ?3. Does the theme in the RPPH be effective for learners ?4. Do you always prepare the lesson that matches the theme ?B. Implementation1. How long have you been teaching Mobis ?2. How are the lessons you have done using the media ?3. What methods can be of interest to the child in the process of learning activities ?4. Is the media used in the lesson according to the theme ?C. Results1. How do you give an assessment in Mobis learning activities ?2. How do you measure the success of students in learning ?3. Is there an increase in fine motor skills and creativity of learners after using Mobisin learning ?4. What are the parents' opinions as long as the child participates in learningactivities using Mobis media ?D. Constraints1. Is it when you deliver a learning material using Mobis having trouble ?2. What is the obstacle in using Mobis media ?3. Is there an obstacle from parents of learners of Mobis activities ? OBSERVATION RESULTSImplementation of the core activities of assembling the blocks of Mobis at every meetingmonitored smoothly with the creation of a calm atmosphere, serious, focused and fun.Having first given some guidance on how and the purpose will form what Mobis blocks, Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 119 then the students look enthusiastic to start it. Implementation of Mobis design by givenabout 30 minutes only (figure 4). Figure 4. The atmosphere created calm, serious, focused and fun for studentsparticipating in the Mobis playing method. The child's ability to develop fine motor and creativity in learning using Mobis'seducative game tools is good enough. This can be seen from the evaluation conductedby the teacher at each completed activity during the eight meetings. In addition, theability of children in developing fine motor and creativity can be seen from theassessment and analysis process of activities and work of children every meeting thereis an increase in ability.Fine motor evaluation is done by looking at the robustness and conformity with thedirection of the teacher of the object that each child has, while the evaluation ofcreativity is seen from the idea or idea of forming itself without the direction of theteacher, how he can create various forms according to his imagination and can explainwhat which he made. For more details here is a recapitulation of the results of finemotor skills observation and children's creativity in the learning process using theMobis educational game tool for eight meetings (table 6), which then the author of thereconstruction becomes the "sequence of day versus value of attainment / weighting"curve (figure 5 ). Table 6. Recapitulation of Observation Results of Mobis Activities No Name Fine Motoric skills Creativity Meetings 1 2 3 4 5 6 7 81 Akmal Naufal F 3 4 4 3 4 4 4 4 Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 120 No Name Fine Motoric skills Creativity Meetings 1 2 3 4 5 6 7 82 Fadli 2 3 2 3 4 4 3 43 Fathiya 4 4 4 3 4 4 4 44 Bagas 3 3 2 3 4 4 4 45 Hasya 3 3 2 3 4 4 4 46 Azka 3 3 4 3 4 4 4 47 Ghailan 4 0 4 3 4 3 4 38 Alarick 3 2 2 3 4 4 4 49 Sabiq 2 2 2 3 4 4 4 410 Mutia 3 4 3 3 4 4 4 411 Naura 3 2 2 3 4 3 4 312 Naurah 2 2 3 2 3 3 3 413 Putri 3 3 3 3 4 4 4 414 Raja 2 3 3 3 4 3 3 415 Vale 2 2 3 3 3 3 3 316 Wangsa 3 4 4 4 4 4 4 417 Jian 3 2 3 4 4 4 4 418 Naila 3 2 3 3 3 3 3 419 Nizam 2 2 3 3 4 4 4 420 Nindy 3 3 3 3 4 4 4 4 Average 2.8 2.6 5 2.9 5 3.0 5 3.8 5 3. 7 3.7 5 3.85 Achievement values of observation results : 1 = BB ( notyet developed ), 2 = MB ( start developing), 3 = BSH (Develops as expected), 4 = BSB ( very well develops). Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 121 Figure 5. The average observation curve from the achievement / weighting score untilthe eighth week of meeting. In table 6 it is observed that in general the weighted value is at a value in> 2.5 (MB) orabout 3 (BSH). Except the value of Ghailan students (yellow box) at the second weekmeeting is 0 because it is absent, although the average student is 3 (BSH) to 4 (BSB).Similarly, as shown in Figure 5, the average observation curve from the achievement /weighting score until the eighth week of meeting is dominated by the achievementvalue> 3, from the third to the last meeting. The average curve also shows an increasingtrend-line for both fine motor skills and creativity. The prediction of this curve is that ifthe number of encounters more than 8 times combined with some modifications of theMobis method is very likely to produce better creativity, as well as to improve itscognitive abilities.Qualitatively from the distribution of scores in table 6, students' developmental abilitiescan be grouped into 3 rankings of achievement values of the highest: Wangsa that areonly at the first encounter of 3 and so on are 4 (blue rows), then Vale is ranked thelowest with a value of 2 to 3 (red row rows), and the largest group of other studentswith moderate or average grades.Figure 6 shows that the Wangsa has relatively monotonous but almost perfect curvecharacteristic. The student named Wangsa by the age of 6 this year looks veryprominent compared to the others. Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 122 Figure 6. Progressive Achievement Curve of House looks almost perfectFrom his age he already belongs to a mature early age and ready to start school inelementary school. From the information obtained from the interview with his parents,it was observed that the Wangsa were categorized as mature or starting to mature andwere very ready to start elementary school. When linked to the three most influentialenvironmental factors, namely family, school and community (Wiyani, 2016), what canbe concluded from this case is that with a family background that plays a conducive rolein the growth and development of early childhood as well as social around which has apositive effect on the environment and the role of kindergarten education institutionswill produce fine motor indicators and almost perfect creativity. While the role of theMobis playing method activity itself is as a media playing method that can provide anoverview of the progress of fine motoric indicators and creativity,On the other hand, it appears that there are students named Vale who are opposite theWangsa less than 6 years of age and only reach a score of 3 from the third to the lastmeeting (figure 7). This achievement is lower than the average curve and with a curveprofile that does not increase and is different from the trend line average curve. Fromthe source of the interview data turned out Vale categorized as a rather spoiled child.Improvement only occurs in fine motorized achievements, while for creativity it ismonotonous at value 3 or developing according to expectations (BSH). Predictablepredictions from Vale are to increase the number of meetings so that there will likely bean increase in creativity. Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 123 Figure 7. The curve of achievement progress from Vale that was observed to be lessincreased The largest remaining student group (18 students) with a moderate or closest profile oraverage curve configuration is represented by an example of the performance curvefrom Naura (figure 8). Naura curve configuration can be considered as a representationof the general achievements of Fatimah Class B students. Figure 8. The progressive achievement curve of Naura as representative of theaverage configuration profile of the overall achievement curve Curve fluctuations only occur in fine motor profiles, while creativity is monotonous withthe highest achievement value (4 = BSB). In the Naura case, it was observed thatlearning with the Mobis playing method needed more meetings than learning toincrease creativity, while the achievement of creativity had developed very well. Theresults of interviews with his parents indicate the influence of dominant family and Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 124 community environment rather than the school environment. The observed condition iscommon in most Fatima Class B students with preschool age. Fine Motoric Skills ProgressIn table 7, the observation results of playing activities with the Mobis method atmeetings 1-4, fine motor development is more varied and the biggest increase reachesthe BSH category. MB's performance dropped sharply from third to fourth, while thesteepest increase also occurred in BSH from third to fourth. This means Table 7. Recapitulation of Achievement of Fine and Creativity Motor Skills from MobisActivities, seen from the Number of Students. Day Fine motoric skills Creativity BB MB BSH BSB BB MB BSH BSB 1 6 12 2 2 8 7 4 3 6 9 5 4 1 17 2 5 3 17 6 7 13 7 5 15 8 3 17 that training or learning with Mobis method is excellent for improving fine motor skillsto achieve BSH. While achieving BSB may require a better basic mentality that issupported by the positive influence of family, community and school backgrounds so asto achieve a more mature basic mentality such as those in the House case. Development of CreativityTable 7 shows the generally excellent level of creativity outcomes (BSB), even from theseventh to the last meeting showing improvement. In table 6 the almost perfect averageachievement rate is 3.8. The distribution of these values is qualitatively patterned verydifferently from those in the distribution of values for fine motor performance. Hereachievements occur more in the category of BSB, while the smooth morik developed inthe category of BSH. From this difference can the authors conclude that thedevelopment of thinking power of creativity better after practice or after having basicachievements in the initial meetings. This shows that initial recognition also results inthe development of creative thinking. CONCLUSION1. Generally through Mobis activities can improve motoric skills Smooth and Creativityof children group B in kindergarten Islam An-Nisa Bandung2. Mobis method proved effective enough to stimulate the ability Motorik Smooth dabCreativity in the development of Early Childhood. Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 125 3. Implementation of Mobis Methods in An-Nisa Islamic Kindergarten is in accordancewith educational programs that have been proclaimed both by local planning programsand national education programs.4. In the development of mobis method can still be developed further, especially for thenumber of students more with a longer time.5. Further collaboration between Kindergarten institutes and companies thatspecifically organize Mobis in the future can be applied more precisely targeted indifferent cultures of society. BIBLIOGRAPHYAkhyadi, A. S., & Mulyono, D. (2018). PROGRAM PARENTING DALAM MENINGKATKANKUALITAS PENDIDIKAN KELUARGA. ABDIMAS SILIWANGI, 1(1), 1-8.Hariwijaya, M., 2009; PAUD Melejitkan Potensi Anak dengan Pendidikan Sejak Dini.Mahadika Publicity, Yogyakarta.Hiladayani, Rini, dkk, 2009; Psikologi Perkembangan Anak. Universitas Terbuka,Jakarta. Indraswari, Lolita, 2015; Peningkatan Perkembangan Motorik HalusAnakUsia Dini Melalui Kegiatan Mozaik di Taman Kanak-kanak PembinaAgam.Jurnal Pesona PAUD Vol. 1. No.1.Hurlock, Elizabeth B., 1978; Perkembangan Anak. Penerbit Erlangga, Jakarta.Indraswari, Lolita, 2015; Peningkatan Perkembangan Motorik Halus Anak Usia DiniMelalui Kegiatan Mozaik di Taman Kanak-kanak Pembina Agam. Jurnal PesonaPAUD Vol. 1. No.1.Kementerian Pendidikan Nasional, 2010; Peraturan Menteri Pendidikan NasionalRepublik Indonesia nomor 58 tahun 2009 tentang Standar Pendidikan Anak UsiaDini (PAUD). Direktorat Pembinaan TK dan SD.Kitab Undang-undang RI Nomor 20 Tahun 2003, tentang Sistem Pendidikan Nasional;Jakarta.Koenarso, Dyah Ageng Pramesty, 2017; Penerapan Melipat, Menggunting, Menempel(3M) Dalam Upaya Meningkatkan Keterampilan Motorik Halus Anak. Jurnal PTK&Pendidikan, Vol. 3 No. 1. Januari-Juni 2017, p1-8.Munandar, Utami, 2009; Pengembangan Kreatifitas Anak Berbakat. Rineka Cipta,Jakarta.Mutia, Diana, 2010; Psikologi Bermain Anak Usia Dini. Kencana Prenada Media Grup,Jakarta.Ngalimun, Haris Fadillah, Alpha Ariani, 2013; Perkembangan dan PengembanganKreatifitas. Aswaja Pressindo, Yogyakarta.Noorlaila, Iva, 2010; Panduan Lengkap Mengajar PAUD. PINUS, Yogyakarta.Piaget, Jean, 2010; Psikologi Anak. Pustaka Pelajar, Yogyakarta.Santrock, W. John, 1995; Life Span Development. PT. Erlangga, Jakarta. Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 126 Saputra, Y.M. & Rudyanto, 2005; Pembelajaran Kooperatif untuk MeningkatkanKeterampilan AnakTK. Direktorat P2TK2PT, Ditjen Pendidikan Tinggi,Departemen Pendidikan Nasional, Jakarta.Semiawan, Conny R., 2009; Memupuk Bakat dan Kreatifitas Siswa Sekolah Menengah.Coramedia, Jakarta.Sujiono, Bambang and Sumantri, M.S. and Aisyah, Siti and Tatminingsih, 2009; MetodePengembang Fisik. Universitas Terbuka, Jakarta.Sukmaningrum, I. A., 2015; Mengembangkan Ketrampilan Fisik Motorik Halus AnakMelalui Kegiatan Menjahit Untuk Usia 5-6 Tahun Semester I TK Karangrejo 03Kecamatan Wungu Kabupaten Madiun Tahun Ajaran 2015/2016. ProsidingSeminar Nasional Pendidikan, Universitas Sebelas Maret Surakarta dan ISPIWilayah Jawa Tengah.Sumantri, 2005; Model Pengembangan Keterampilan Motorik Anak Usia Dini.Departemen Pendidikan Nasional, Direktorat Jenderal Pendidikan Tinggi,Direktorat Pembinaan Pendidikan Tenaga Kependidikan dan KetenagaanPerguruan Tinggi, Jakarta.Tedjasaputra, Meyke S., 2005; Bermain, Mainan dan Permainan. P.T. Grasindu, Jakarta.Wiriaatmaja, Rochiati, 2005; Metode Penelitian Tindakan Kelas. PT. Remaja Rosdakara,Jakarta.Wiyani, N.A., 2016; Konsep Dasar PAUD. Penerbit Gava Media, Yogyakarta.Yamin,M. Dan Jamilah,S.S., 2010; Panduan Pendidikan Anak Usia Dini. Gaung PersadaPers, Jakarta.