Peningkatan Kemampuan Berhitung Permulaan melalui Permainan Tradisional Congklak pada Anak Usia Dini
DOI:
https://doi.org/10.24252/asma.v8i2.57083Keywords:
early numeracy, congklak game, classroom action research, early childhoodAbstract
Early numeracy is a crucial cognitive foundation that should be fostered through play, though learning is often hindered by a lack of concrete media. This classroom action research describes changes in early numeracy scores following the implementation of the traditional congklak game among ten children aged 5–6 years at RA Al-Karamah, Bima Regency. The study was conducted in two cycles through planning, action, observation, and reflection stages based on Kurt Lewin’s model. The average score of the ten participants increased from 1.45 in the pre-cycle to 2.80 in Cycle I and 3.70 in Cycle II. Because initial documents lack detailed rubrics, results are presented descriptively without claiming statistical significance or causality. Findings indicate congklak serves as a potential concrete medium, though conclusions rely on instrument verification. The study is limited by a small sample size, single location, and absence of a comparison group.
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