The Effect of Application Rumah Gadang Puzzle Games on Improving Students’ Numeral Ability at TK Permata Hati Sungai Tarab Tanah Datar

Advances in Social Science, Education and Humanities Research, volume 449 Proceedings of the International Conference of Early Childhood Education (ICECE 2019) The Effect of Application Rumah Gadang Puzzle Games on Improving Students’ Numeral Ability at TK Permata Hati Sungai Tarab Tanah Datar Aini Hijriani Early Childhood Education Department, Padang State University, Padang, Indonesia, [email protected] ABSTRACT This research originated from the reality in Permata Hati Kindergarten Sungai Tarab that learning to recognize student’s numerals is still slow and still needs improvement, due to the use of conventional media that does not give rise to Student's learning spirit. Therefore, researchers use the Rumah Gadang puzzle game in order to help improve the ability to recognize the numerals of Students so that students are more quickly remembered about the learning being taught. The purpose of this research was to find out whether the Rumah Gadang puzzle game can affect the ability to recognize of students numerals in the class B1 Permata Hati Kindergarten Sungai Tarab. This research uses a quantitative approach in the form of Quasy Experiment. The population of this research was the students of B1 Permata Hati Kindergarten Sungai Tarab, and with simple random sampling techniques, namely groups B1 and B2, each of which amounted to 12 children. This study uses research instruments with the ability to recognize the student’s numerals. Data collection techniques used observation sheets and then the data was processed by a difference test (t-test). Based on data analysis, the average test results of the experimental class were 19.55, while in the control class it was 14.83. The results showed that the students in the experimental class who used puzzle house games had higher average values compared to students in the control class with conventional media. Based on the calculation of the t-test obtained t count greater than t table, which is 3.34 greater than 1.71, and this indicates that there are differences between the two classes. Thus it can be concluded that the Rumah Gadang puzzle game affects the ability to recognize the numeral of early childhood at Permata Hati Kindergarten Sungai Tarab, the first semester in 2018/2019 academic year. Keywords: Rumah Gadang Puzzle Game, Numeral ability I. INTRODUCTION who are experiencing a process of growing and developing Early Childhood Education in UU No 20 of 2003 is well in terms of cognitive, afektive and psychomotor. an effort to develop children directed at birth from the age Early childhood as education held before the level of basic of six years through educational stimulation to help grow education. Therefore the implementation of early and develop physically and spiritually so that they have childhood educating must pay attention to the principle of readiness in entering further education. In the limits given learning and in accordance with the stages of child by the National Association for the Education of Young development. Children (NAYC) it is said that early childhood is a child The principle of early childhood learning is “learning from birth to eight years of age (Ismat Khasanah, 201: 3). through play”, with play expected to not only inflate Next Bredekp & Cnnnle in Suryana (2014: 66) states that cognitive abilities, but also physiology, social emotional, early childhood education serves the education of children language, and the ability to understand values religion and in the age range of birth to eight years of age. Early morals. Playing, or playing as an activity related to the childhood education provides stimulation for the whole child, is not only partially, but through play (when development of six aspects of development that exist in the child is playing) the child will be encouraged to children which are summarized in early childhood practice his skills that direct children's cognitive learning. development, development of children's language, It can be understood that early childhood education is psychomotor development, and physical development. The children from birth to the age of eight years (0-8 years) hermain experience will encourage children to be more Copyright © 2020 The Authors. Published by Atlantis Press SARL. This is an open access article distributed under the CC BY-NC 4.0 license -http://creativecommons.org/licenses/by-nc/4.0/. 193 Advances in Social Science, Education and Humanities Research, volume 449 Advances in Social Science, Education and Humanities Research, volume 449 creative. Starting from emotional development, then leads introducing the concept of numbers through image media to socializing creativity. based on Minangkabau culture. Hurlock in Putri Admi (2013: 4) say that playing is a Based on the observations of researchers in the serious activity and is a main activity in childhood. learning activities taking place at Permata Hati Playing is also a need that already exists with itself. A Kindergarten, in group B1 (5-6 years) there were 12 teacher must have a specific strategy to convey learning to people. Researchers found that the ability to recognize the children and one of them is in the introduction of the number of children is still very low. When learning to concept of numbers in children. As explained above, one recognize numbers, researchers found results, namely from of the principles of early childhood learning is learning 12 children, there were only 6 children who already while playing, it can be understood that the introduction of understood in mentioning numbers 1-10 but the child was the concept of numbers in children can be done by still confused when asked to show numbers and match the educators through games. One aspect that is of concern to shape of the loss. Besides that, there are only 7 children the teacher is cognitive development. Cognitive who write numbers 110 and only 6 children can recount 1- development of cognitive children includes the ability to 10 numbers in sequence. have curious behavior, be creative, get to know the The method used in the development numeral ability in the surrounding objects, get to know the social environment Kindergarten is also less varied. In the introduction of and the natural environment (Ali Nugraha.dkk, 2015: 33) numbers teachers only use the lecture method and sing. As The concept of numbers is a very important long as in teaching basic mathematical concepts, the mathematical concept mastered by children, which teacher only asks the child to read together to mention the consists of counting numbers, sorting words, entering number of the child only given a worksheet containing numbers, and comparing. According to Jean Piaget in numbers 1-10 then the child is assigned to write and make Dadan Suryana (2016: 83) suggests that cognitive healthy one by one number. Starting from the background development of each child through four stages, namely the and scope of the money above, the purpose of this paper is sensory motor stage (0-2 years), preoperational (2-6 to find out the effect of puzzel house games on the ability years), concrete operational 6-1 years), and formal to recognize numbers at Permata Hati Kindergarten operational 1-12 years). At the preoperational stage, children's thinking activities do not yet have a variety of II. THEORY organized systems, but children are able to understand the 1. The essence of early childhood reality of the environment by using signs and symbols. According to the Early Childhood Directorate Gradually this stage of the child is able to think in one based on UU no. 20 of 2003 Article 28 concerning the direction. In this way the child is also able to understand National Education System in Indonesia, early the concept of numbers and symbols. In mathematics childhood is a group of people aged 0-6 years (Tuti learning, the concept of numbers can be expressed in a Andriani, 2012: 3). The National Association for the symbol that is a symbol of numbers. As has been stated Education of Young Children NAEYC) said that early that the concept of numbers is abstract, it tends to be childhood is a child from birth to eight years old difficult to understand by the kind of Kindergarten where (Ismatul Khasanah, 2011: 3). This is different from the thoughts of Kindergarten children are based on the opinion of Suryana that early childhood is a period concrete studies. To be able to develop the concept of of humanity that has a uniqueness that needs to be numbers in Kindergarten children are not carried out in a considered by adults, unique early childhood in their short period of time, which must be done in stages over a potential and service must be very important so that long period of time, and concrete media is needed to help every potential can become the foundation in the process of learning to recognize losses. Furthermore, following the next stage of development (Dadan mode I education for early childhood must be adapted to Suryana , 2013: 7). the period of their development which is still dominated by Based on this opinion, it can be concluded that games as a medium of knowledge transfer One model that early Indonesian children are children who have been is suitable to be used in the introduction of the concept of born to eight years old (0-8 years) who are numbers is through the rumah gadang puzzle game undergoing a process of recovery and recovery both The media that use in the introduction of the concept in terms of cognitive, affective and psychomotor. of numbers in children is the media image that is in the Early childhood as education held before the level of form of a picture of the Rumah Gadang, which later in basic education, therefore the implementation of early innovation became a puzzle game.

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