Efforts to Increase the Development of Number Concepts through Dice Games 1-20 in Children Aged 5-6 Years in Group B of Widya Kusuma Saladara Islamic Kindergarten in 2026
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Abstract
Background. Understanding number concepts is a key aspect of cognitive development and a foundation for learning mathematics at the next level. However, observations in Group B of Widya Kusuma Saladara Islamic Kindergarten show that most children aged 5–6 years still have difficulty recognizing number symbols, sequencing numbers, connecting number symbols with numbers, and distinguishing odd and even numbers.
Objectives. This research aims to improve understanding of numbers 1–20 through the use of number dice games.
Methods. This study uses the Classroom Action Research (PTK) method, which is carried out in two cycles with stages of planning, action implementation, observation, and reflection. The research subjects were 10 children in Group B: 5 boys and 5 girls. Data were collected through observation, documentation, and child development assessment, then analyzed descriptively, quantitatively, and qualitatively.
Results. The results showed a gradual increase in number concepts. In the pre-cycle stage, only 2 children (20%) achieved success indicators. After implementation, Cycle I increased to 5 children (50%), and in Cycle II it increased to 9 children (90%). Number dice games with variations in size, color, and shape increased children's interest, motivation, active involvement, and understanding of number concepts, including recognizing number symbols, distinguishing odd and even numbers, and understanding simple summation.
Conclusion. Thus, number dice games have proven to be effective as a fun learning medium and in accordance with the characteristics of early childhood learning in developing number concepts.
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