Improving Children's Ability in Knowing Numbers through Triangle Domino Media in PAUD Kenanga
Available Online December 2017.
- https://doi.org/10.2991/icece-17.2018.12How to use a DOI?
- ability; recognize numbers; triangle domino media
- This research was based on the low ability of children to recognize numbers in the Institute for Early Childhood Education (PAUD) Kenanga. This problem is allegedly related to the use of instructional media that is inconsistent with learning materials, as well as teachers have not used instructional media in the classroom. The purpose of this study to illustrate the improvement of the child's ability in mentioning the sequence of numbers, to know the concept of numbers, and to recognize the symbol of numbers. This research uses classroom action research method. The subjects of this study were children of group A early childhood PAUD Kenanga as many as 15 people. The data collection technique is an observation, and the data collection tool is the observation guideline of data analysis using the percentage formula. The results of this study illustrate the increase in the ability of children in the mention of the sequence of numbers, recognize the concept of numbers, and recognize the symbol of numbers through the medium of domino triangle with high increase results. Suggestions raised through this research so that PAUD educators to be able to use triangle domino media can attract children to improve their ability in recognizing numbers. Besides, PAUD teachers can use varied media in learning activities, so that the learning atmosphere can be conducive so that the learning outcomes of children increases.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Wirdatul Aini PY - 2017/12 DA - 2017/12 TI - Improving Children's Ability in Knowing Numbers through Triangle Domino Media in PAUD Kenanga BT - International Conference of Early Childhood Education (ICECE 2017) PB - Atlantis Press SP - 49 EP - 53 SN - 2352-5398 UR - https://doi.org/10.2991/icece-17.2018.12 DO - https://doi.org/10.2991/icece-17.2018.12 ID - Aini2017/12 ER -