The Influence of Busy Book Media on the Ability to Recognize Number Concepts in 5-6 Year Old Children at TK Islamiyah Pontianak Tenggara The Influence of Busy Book Media on the Ability to Recognize Number Concepts in 5-6 Year Old Children at TK Islamiyah Pontianak Tenggara
Main Article Content
Abstract
This study was conducted to determine: The Influence of Busy Book Media on Number Concept Recognition Ability in 5-6 Year Old Children at TK Islamiyah Pontianak Tenggara. The technique used in this research was a quantitative approach with an experimental research method, specifically using a pre-experimental design known as one group pretest-posttest. The subjects of the study were all children in group B at TK Islamiyah Pontianak Tenggara, totaling 12 children. Sample selection was done using Purposive Sampling technique from the entire population, ensuring that the chosen sample met the predefined criteria to aid the research process. Data collection techniques included test, observation, and documentation processes. Descriptive data analysis was used to determine mean, median, mode, and standard deviation. Prerequisite tests conducted were normality test and hypothesis testing. The pretest results (before using the busy book) had an average score of 5.53, while the posttest results (after using the busy book) showed an average score of 9.20. Based on the significant level of 5% (2.106), the paired sample t-test analysis resulted in a calculated t-value (6.862) that was greater than the critical t-value (2.160), with a significance (2-tailed) of 0.000 < 0.05. This indicates that the null hypothesis (H0) was rejected and the alternative hypothesis (Ha) was accepted. Therefore, it can be concluded that there is an influence of using busy book media on the ability to recognize number concepts at TK Islamiyah Pontianak Tenggara.
Downloads
Article Details
Copyright (c) 2024 Meri Sri Sugita, Halida, Annisa Amalia
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
Agustianti, R., Nussifera, L., Angelianawati, L., Meliana, I., Sidik, E. A., Nurlaila, Q., ... & Hardika, I. R. (2022). Quantitative and Qualitative Research Methods. Tohar media.
Andriani, F., & Hasibuan, R. (2017) Improving the Ability to Recognize Number Concepts 1-20 Through the Method of Assigning Tasks Using Residual Materials in 5-6-Year-Old Children at TK Pertiwi Godong Gudo Jombang. Teratai Early Childhood Education.
Astuti, E. M., Novianti, R., & Febrialismanto, F. (2020). Enhancing the Ability to Recognize Number Concepts Through Animals Manipulative Lotto Media in 5-6-Year Old Children at TK Alfarizky Kids, Kabupaten Kampar. Journal of Education and Teaching Review (JRPP), 3(1), 97-107.
Clements, D. H., Fuson, K. C., & Sarama, J. (2019). Research commentary: Critiques of the common core in early math: A research-based response. Journal for Research in Mathematics Education, 50(1), 11-22.
Gerlach, E. (1980). Teaching and Media A Systematic Approach. New Jersey: Englewood Cliff Printice Hall.
Indri, I. S. W. (2022). Implementation of Guided Discovery Learning Model with Videos for Learning on Students’ Science Learning Outcomes in Elementary School Students. Child Education Journal, 4(3), 224-236.
Long, B., Fan, J. E., Huey, H., Chai, Z., & Frank, M. C. (2024). Parallel developmental changes in children’s production and recognition of line drawings of visual concepts. Nature Communications, 15(1), 1191.
N'Goran, E. K., Odiere, M. R., Aka, R. A., Ouattara, M., Aka, N. D., Ogutu, B., ... & Saflo, O. H. A. (2023). Efficacy, safety, and palatability of arpraziquantel (L-praziquantel) orodispersible tablets in children aged 3 months to 6 years infected with Schistosoma in Côte d'Ivoire and Kenya: an open-label, partly randomised, phase 3 trial. The Lancet Infectious Diseases, 23(7), 867-876.
Ona Sanya.(2014).Selection And Ultilization Of Instructional Media For Effective Practicing Teacing. The Journal Of Studies In Education, Volume Number 2.
Priyati, K. D. D. Improvement of number concept recognition abilities through picture stick games in 3-4-year old children at PPT Melati Dukuh Pakis surabaya. Jurnal Unesa.
Putri, E. I. E., Fikriyah, D. A., & Wahyuningsih, R. (2021). Implementation of Busy Book learning media to enhance early childhood cognitive development in understanding number concepts in Group A of RA Insan Mubarok. AL IHSAN: Journal of Early Childhood Islamic Education, 1(2), 055-065.
Ratnawati, S., & Nur’Afita, L. L. (2023). Installation of Religious Moderation in The Society 5.0 Era to Prevent Radicalism in Early Children in Kindergarten, Pangkah District. Child Education Journal, 5(2), 132-143.
Reza, M. The influence of Busy Book media on number concept recognition abilities in 4-5-year-old children at TK Nusantara Kasih, Gresik.
Sari, Tungga Purnama. 2019 Utilization of Bussy Binder media to improve initial counting skills in early childhood Group B at TK Pancasila 1 Karangpilang Surabaya. Journal of Islamic Education , Volume 11.
Seefeldt, Carol dan Barbara A. Wasik. (2008). Early Childhood Education (Preparing Children Three, Four, and Five Years Old for School). Jakarta: PT Indeks.
Sudaryono. (2016). Educational Research Methods. In Sudaryono (Eds.), Educational Research Methods (h.121-141). Jakarta : PRENADAMEDIA GROUP.
Syafitri, O., Rohita, R., & Fitria, N. (2018). Improvement of ability to recognize number symbols 1–10 through Counting Tree games in 4–5-year-old children at BKB PAUD Harapan Bangsa. Jurnal Al-Azhar Indonesia Series Humanities, 4(3), 193-205.
Warmansyah, J., Azizah, F., Yuningsih, R., Sari, M., Nurhasanah, N., Amalina, A., & Utami, W. T. (2023). 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. Child Education Journal, 5(2), 110-119.
Watanabe, N. (2019). Effective Simple Mathematics Play at Home in Early Childhood: Promoting Both Non-Cognitive and Cognitive Skills in Early Childhood. International Electronic Journal of Mathematics Education, 14(2), 401-417.
