Permainan Congklak sebagai Upaya Meningkatkan Kemampuan Berhitung Anak Usia Dini

Abstract

Mathematical skills involve calculations, particularly addition, subtraction, multiplication, and division. Many people learn mathematical skills because they are necessary for work and daily life. Children's thinking and skills include matching, grouping, organizing, counting, separating, measuring, and comparing. Arithmetic activities are taught to young children through play, as the principle of early childhood education is “learning through play.” The arithmetic skills of Group A children at RA Bayyinurrohman are still low. This is due to the lack of variety in activities, causing children to easily become bored, making it difficult for teachers to engage them, keep them focused, serious, and concentrated during number concept introduction lessons, as well as activities that are not suitable for the characteristics of young children. Another issue contributing to the low mathematical ability of Group A is that the games used in learning are not engaging enough. Based on the title and background above, the researcher formulates the problem as follows: How can the mathematical ability of children be improved through the traditional game of congklak in Group A at RA Bayyinurrohman in Silihwangi Village for the 2024/2025 academic year? This study aims to improve children's counting skills through the traditional game of congklak. The type of research used is Classroom Action Research (CAR). This study consists of four stages: planning, implementation, observation, and reflection. The research design/model used is the Kemmis and MC Taggart model. This research was conducted in two cycles. The tools used for data collection are observation, tests, and documentation. The subjects of this research are Group A with 10 students. The success indicator set is 80% of the 10 children, which falls into the “Developing as Expected” (DAE) category. The children's arithmetic skills showed a significant improvement from Cycle I, where only 40% or 4 children were classified as Developing as Expected (DAE), an increase of 30% compared to the pre-cycle phase, which was only 10% or 1 child. In Cycle II, 90% of children, or 9 children, were classified as Developing as Expected (DAE). It can be concluded that the traditional game of congklak can improve the mathematical skills of children in Group A at RA Bayyinurrohman.