PENGENALAN KONSEP ANGKA MELALUI PERMAINAN EDUKATIF PADA ANAK USIA DINI
DOI:
https://doi.org/10.51878/paedagogy.v6i4.13108Keywords:
Permainan edukatif, Pengenalan Angka, Anak Usia DiniAbstract
Recognizing number concepts is an important aspect of cognitive development in early childhood. However, some children still experience difficulties in recognizing number symbols, sequencing numbers, and associating numbers with quantities. The limited availability of learning stimulation that aligns with children's developmental characteristics remains a challenge in introducing number concepts; therefore, an engaging learning approach that meets the needs of early childhood is required. This study aims to analyze changes in early childhood children's ability to recognize number concepts after receiving stimulation through educational games. The method used in this study was a pre-experimental method with a One Group Pretest-Posttest design involving ten children aged 4–5 years at one of the early childhood education centers in Pontianak. The intervention was conducted for two days through educational activities based on number recognition games. Data were collected quantitatively using pretest and posttest instruments and supported by qualitative data obtained through observation. The results showed that there were significant changes in children's ability to recognize number concepts after receiving stimulation through educational games. Observational findings also indicated increased children's engagement, attention, and understanding during game-based learning activities. Based on these findings, educational games demonstrated positive changes in children's ability to recognize number concepts, although the findings should be interpreted by considering the limitation of the research design without a control group.
ABSTRAK
Kemampuan mengenal konsep angka merupakan salah satu aspek penting dalam perkembangan kognitif anak usia dini. Namun, sebagian anak masih mengalami kesulitan dalam mengenali simbol angka, mengurutkan bilangan, dan menghubungkan angka dengan jumlah benda. Keterbatasan stimulasi pembelajaran yang sesuai dengan karakteristik perkembangan anak menjadi salah satu tantangan dalam pengenalan konsep angka, sehingga diperlukan pendekatan pembelajaran yang menarik dan sesuai dengan kebutuhan anak usia dini. Penelitian ini bertujuan untuk menganalisis perubahan kemampuan anak usia dini dalam mengenal konsep angka setelah diberikan stimulasi melalui permainan edukatif. Metode yang digunakan dalam penelitian ini yaitu pra-eksperimen dengan desain One Group Pretest-Posttest yang melibatkan sepuluh anak usia 4–5 tahun di salah satu KB di Pontianak. Perlakuan diberikan selama dua hari melalui kegiatan edukatif berbasis permainan pengenalan konsep angka. Pengumpulan data dilakukan secara kuantitatif menggunakan lembar pretest dan posttest serta didukung dengan data kualitatif melalui observasi. Hasil analisis menunjukkan bahwa terdapat perubahan yang signifikan pada kemampuan anak dalam mengenal konsep angka setelah diberikan stimulasi melalui permainan edukatif. Temuan observasional juga menunjukkan adanya peningkatan keterlibatan, perhatian, dan pemahaman anak selama mengikuti kegiatan pembelajaran berbasis permainan. Berdasarkan hasil penelitian ini, permainan edukatif menunjukkan adanya perubahan positif terhadap kemampuan anak dalam mengenal konsep angka, meskipun temuan penelitian perlu dipahami dengan mempertimbangkan keterbatasan desain penelitian tanpa kelompok kontrol.
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