Improving the ability to recognize number concepts through pom-pom clamp media in group A children at TK Pertiwi 2 Sidoharjo

Abstract

This study aimed to improve the ability of Group A children at TK Pertiwi 2 Sidoharjo to recognize number concepts by implementing Pom-Pom Clamp media. The background of this research lies in the limited interest of children when exposed to monotonous learning media, such as whiteboards and worksheets, which often hinder the development of early numeracy skills. The research employed a classroom action research design based on the Kemmis and McTaggart model, involving 10 children as participants. The intervention was conducted in two cycles, and data were collected through performance assessments and teacher observation sheets. The success criterion was set at 75% of overall learning completeness. Findings revealed that children’s ability to recognize number concepts increased significantly across the learning cycles. The percentage of learning completeness rose from 30% in the pre-cycle to 60% in cycle I, and ultimately reached 80% in cycle II, surpassing the predetermined success indicator. These results suggest that Pom-Pom Clamp media not only fosters children’s engagement and enthusiasm but also effectively strengthens their understanding of number concepts. The study highlights the importance of utilizing interactive and developmentally appropriate learning media in early childhood education to build a solid foundation for mathematical learning.