The Use of an Open-Ended Learning Approach on The Ability To Recognize The Concept of Numbers: Its Effectiveness for Children 4-5 Years Old
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Abstract
numbers lays the groundwork for future mathematical abilities and academic success. This study aims
to investigate the effect of an open-ended learning strategy on the capacity of 4-5-year-old children
to recognize number concepts. To reach the research goal, a quantitative approach was used, along
with experimental methodologies. The study participants were children aged 4-5 years old, and data
was collected via total sampling. The experimental group was taught using an open-ended learning
technique, while the control group followed a traditional structured teaching method. Pre-and post-tests
were used to examine the children’s ability to recognize number concepts. Statistical analysis, including
t-tests, was used to compare the performance of the experimental and control groups. The results of this
study show that using an open-ended learning strategy improves the capacity of 4-5-year-old children to
recognize number concepts. In comparison to traditional structured teaching method, the open-ended
approach stimulates active inquiry, independent thinking, and problem-solving, which improves children’s
cognitive development with regard to numerical concepts. This study suggests that open-ended learning
techniques are excellent educational strategies for developing number concept identification in young
children. This study’s findings have ramifications for early childhood educators and curriculum makers.
This study stresses the necessity of implementing such tactics in educational settings by demonstrating
the benefits of an open-ended learning strategy in developing number concept awareness. Open-ended
learning techniques can improve children’s mathematics ability while also contributing to their general
cognitive development. Furthermore, these findings may motivate additional study and inquiry into the
use of open-ended learning approaches in various domains of early childhood education, increasing our
understanding of successful teaching strategies for young children.
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Copyright (c) 2023 Jhoni Warmansyah, Faiha Azizah, Restu Yuningsih, Meliana Sari, Nurhasanah Nurhasanah, Amalina Amalina, Winda Trimelia Utami
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