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Mesi Junita Triani
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Education

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Meningkatkan Kemampuan Berhitung Anak Melalui Permainan Kartu Angka Mesi Junita Triani; Alvina Damayanti; Achi Anggraini; Zelvi Sapitri; Husnul Bahri
JURIHUM : Jurnal Inovasi dan Humaniora Vol. 3 No. 2 (2025): JURIHUM : Jurnal Inovasi dan Humaniora
Publisher : CV. Shofanah Media Berkah

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Abstract

Pembelajaran berhitung pada anak usia dini merupakan fondasi penting bagi perkembangan kemampuan matematika pada jenjang selanjutnya. Pada tahap ini, anak perlu diperkenalkan pada konsep bilangan, lambang bilangan, serta keterampilan dasar seperti mencacah dan membilang melalui kegiatan yang konkret, variatif, dan menyenangkan. Salah satu strategi efektif yang dapat diterapkan dalam pembelajaran berhitung adalah penggunaan permainan edukatif, khususnya permainan kartu angka. Kartu angka berfungsi sebagai alat bantu visual yang memudahkan anak memahami konsep bilangan secara lebih nyata, menarik, dan sesuai dengan karakteristik perkembangan usia dini. Melalui permainan kartu angka, anak tidak hanya belajar mengenal angka dan melakukan operasi bilangan sederhana, tetapi juga mengembangkan kemampuan kognitif, motivasi belajar, serta rasa percaya diri dalam memecahkan masalah sederhana. Selain memiliki berbagai kelebihan, media kartu angka juga memiliki beberapa keterbatasan seperti kebutuhan perawatan dan desain yang menarik agar tidak membosankan. Namun, dengan kreativitas guru, media ini dapat menjadi alternatif pembelajaran yang efektif dan menyenangkan. Secara keseluruhan, permainan kartu angka merupakan salah satu media edukatif yang potensial dalam mendukung perkembangan kemampuan berhitung serta memberikan pengalaman belajar yang positif bagi anak usia dini.
Hambatan Penerapan Pembelajaran Diferensiasi pada Anak Usia Dini: Studi Pustaka Kurikulum Merdeka Evi Selva Nirwana; Monika Putri; Henny Kurnia Agustina; Mesi Junita Triani; Sendy Listari; Tesa Sofiya Nandha Lestari
JURNAL ARMADA PENDIDIKAN Vol 4 No 2 (2026): JURNAL ARMADA PENDIDIKAN
Publisher : Kilau Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60041/jap.v4i2.485

Abstract

Differentiated learning is one of the main characteristics of the Independent Curriculum, particularly in Early Childhood Education (PAUD) levels, which have highly diverse student characteristics. Differentiation is designed to meet children's learning needs based on their individual readiness, interests, and learning profiles. However, in its implementation, differentiated learning still faces various obstacles. This study aims to analyze these obstacles through a literature review approach by reviewing differentiation theory books, national and international journal articles published between 2015 and 2025, and official Independent Curriculum documents. The analysis results indicate that the main obstacles include teachers' limited understanding of the concept of differentiation, administrative burdens and time constraints, a lack of facilities and a supportive learning environment, a suboptimal teacher-child ratio, minimal parental involvement, and a lack of professional training related to differentiation. These obstacles are interrelated and have a direct impact on the quality of planning and implementation of differentiated learning. This study emphasizes the need for strategies to strengthen teacher competency, improve infrastructure, and strengthen synergy between schools and families. The research findings are expected to serve as a reference for educators, school principals, and policy makers to optimize the implementation of differentiated learning within the Independent Curriculum framework.
Co-Authors Achi Anggraini Alvina Damayanti Evi Selva Nirwana Henny Kurnia Agustina Husnul Bahri Monika Putri Sendy Listari Tesa Sofiya Nandha Lestari Zelvi Sapitri