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All Journal Bunayya: Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Sitriah Salim Utina
Institut Agama Islam Negeri Sultan Amai Gorontalo, Indonesia
Education

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Penggunaan Permainan Tradisional Congklak Modifikasi untuk Meningkatkan Kemampuan Mengenal Angka Pada Anak Usia Dini Alpira S. Nupura; Sitriah Salim Utina; Sitti Rahmawati Talango
Bunayya: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 7 No. 2 (2026): Juni 2026
Publisher : Prodi PGMI STIT Al-Ittihadiyah Labuhanbatu Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61082/bunayya.v7i2.738

Abstract

The ability to recognize numbers is one of the important aspects in early childhood cognitive development that is the basis for mathematical thinking skills at a later stage. However, the results of initial observations in Group A of PPAUDIT Lukmanul Hakim Gorontalo Regency show that the ability to recognize children's numbers is still low because learning tends to use conventional methods that are less interesting. This research aims to improve children's ability to recognize numbers through the use of modified traditional congklak games. The research uses the Kemmis and McTaggart model Class Action Research (PTK) which consists of the stages of planning, implementing actions, observation, and reflection. The research subjects amounted to 19 children consisting of 9 boys and 10 girls. The data collection technique was carried out through observation and documentation, while the data analysis used percentage descriptive analysis. The results of the study showed an increase in the ability to recognize numbers in each cycle. At the preliminary stage, the average ability of children reached 36.40% in the category of Starting to Develop (MB). After the implementation of the modified traditional game of congklak in Cycle I, the average increased to 78.94%, and in Cycle II it reached 100% with the category of Very Good Development (BSB). Improvements occur in aspects of logical thinking, the ability to solve problems flexibly, and symbolic thinking through the recognition of numbers. Thus, the modified traditional game of congklak has proven to be effective in improving the ability to recognize numbers in early childhood.
Meningkatkan Kemampuan Membaca Anak Melalui Pola Melodi 3 Huruf dan 4 Huruf Nadila Mokodompit; Sitriah Salim Utina; Sitti Rahmawati Talango
Bunayya: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 7 No. 3 (2026): September 2026
Publisher : Prodi PGMI STIT Al-Ittihadiyah Labuhanbatu Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61082/bunayya.v7i3.743

Abstract

Reading ability is one of the essential skills that should be developed from an early age, as it serves as the foundation for children’s success in subsequent educational stages. However, initial observations conducted in Group B of TK Negeri Pembina Gorontalo Regency revealed that children’s reading skills were still relatively low, particularly in recognizing letters, distinguishing letter sounds, and reading simple three-letter and four-letter words. This study aimed to improve children’s reading ability through the implementation of 3-letter and 4-letter melody patterns. The research employed a Classroom Action Research (CAR) design based on the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection stages carried out in two cycles. The participants were 20 children, comprising 11 boys and 9 girls. Data were collected through observation and interviews and analyzed using descriptive quantitative techniques based on the percentage of developmental achievement. The findings indicated a gradual improvement in children’s reading skills. The average reading achievement increased from 39.06% in the pre-cycle stage to 60.00% in Cycle I and reached 87.50% in Cycle II. These results demonstrate that the use of 3-letter and 4-letter melody patterns is effective in enhancing children’s reading ability, creating an enjoyable learning environment, and increasing their motivation and participation in learning activities.
Co-Authors Alpira S. Nupura Nadila Mokodompit Sitti Rahmawati Talango