Building Mathematical Concepts Through Traditional Games to Develop Counting Skills for Early Childhood

WULANSARI, WIDI and DWIYANTI, LINDA (2021) Building Mathematical Concepts Through Traditional Games to Develop Counting Skills for Early Childhood. International Journal of Elementary Education, 5 (4). pp. 574-583. ISSN 25797158

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Abstract

The ability to count in children can be developed through the right games. The game in question is a traditional games because they are able to develop counting skills optimally and have many benefits. Therefore, this study aims to build (C5) simple mathematical concepts with the traditional game of Dakon and Snakes and Ladders in developing numeracy skills in children with high and low thinking abilities. The type of research used is a quasi-experimental research (quasi-experimental) with a 2x2 factorial design. The subjects in this study were group B children as many as 60 children from 3 kindergarten schools in the city of Kediri. Data collection techniques used in this study were tests, and observations. The instruments used are test questions, and observation sheets using 5 indicators for measuring numeracy. Data analysis used Two Way ANOVA test. The results in this study are (1) building simple mathematical concepts with traditional dakon games to develop numeracy skills in children with higher order thinking abilities giving better results than the traditional snake and ladder game with a Mean Difference value of 1.533 and a Significance value of 0.0001, (2) building simple mathematical concepts with traditional dakon games to develop numeracy skills in children with low-level thinking abilities gave better results than the traditional snake and ladder game with a Mean Difference value of 2.867 and a Significance value of 0.0001. Thus, it can be concluded that the traditional Dakon game is very well used as a means to build simple mathematical concepts, especially numeracy skills.

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