<![CDATA[Abstract. Early childhood cognitive development, particularly the understanding of number concepts, serves as a fundamental basis for children's readiness to learn mathematics at higher educational levels. Appropriate assessment is not only intended to measure children's developmental achievements but can also function as a learning stimulus when implemented through engaging and developmentally appropriate media. However, assessment practices in many early childhood education institutions continue to rely on developmental checklists, anecdotal records, and portfolios, which are considered less effective in stimulating children's active involvement during the assessment process. This study aimed to examine the effectiveness of Picture-Based Cognitive Assessment Media in stimulating number concept understanding among Group B children at TKIT Ar-Royyan Indramayu. The research employed a quantitative approach using a Pre-Experimental Design with a One-Group Pretest–Posttest Design. The participants consisted of 34 children aged 5–6 years selected through saturated sampling. Data were collected using a validated and reliable picture-based cognitive assessment instrument. Data analysis included descriptive statistics, the Shapiro–Wilk normality test, Paired Sample t-test, and Normalized Gain (N-Gain). The findings revealed that the average pretest score increased from 6.5882 to 8.2647 in the posttest. The Paired Sample t-test produced a significance value of 0.000 (p < 0.05), indicating a statistically significant difference between pretest and posttest scores. Furthermore, the average N-Gain score of 0.3971 was categorized as moderate. These findings indicate that Picture-Based Cognitive Assessment Media is effective in stimulating children's understanding of number concepts and may serve as an innovative assessment alternative in early childhood education. Abstrak. Pemahaman konsep bilangan merupakan salah satu kemampuan kognitif dasar yang perlu dikembangkan sejak usia dini karena menjadi landasan bagi kesiapan anak dalam mempelajari konsep matematika pada jenjang pendidikan berikutnya. Penilaian dalam pendidikan anak usia dini tidak hanya berfungsi untuk mengetahui capaian perkembangan anak, tetapi juga dapat menjadi sarana stimulasi apabila dilaksanakan menggunakan media yang sesuai dengan karakteristik belajar anak. Namun, pelaksanaan penilaian di berbagai lembaga PAUD masih didominasi oleh penggunaan ceklis perkembangan, catatan anekdot, dan portofolio sehingga keterlibatan aktif anak dalam proses asesmen belum optimal. Penelitian ini bertujuan untuk mengetahui efektivitas Media Penilaian Kognitif Bergambar dalam menstimulasi pemahaman konsep bilangan anak kelompok B di TKIT Ar-Royyan Indramayu. Penelitian menggunakan pendekatan kuantitatif dengan metode Pre-Experimental Design melalui desain One-Group Pretest–Posttest Design. Sampel penelitian berjumlah 34 anak yang dipilih menggunakan teknik sampling jenuh. Pengumpulan data dilakukan menggunakan instrumen Media Penilaian Kognitif Bergambar yang telah memenuhi kriteria valid dan reliabel. Analisis data dilakukan melalui statistik deskriptif, uji normalitas Shapiro–Wilk, uji Paired Sample t-test, dan uji Normalized Gain (N-Gain). Hasil penelitian menunjukkan bahwa nilai rata-rata pretest sebesar 6,5882 meningkat menjadi 8,2647 pada posttest. Hasil uji Paired Sample t-test menunjukkan nilai signifikansi 0,000 (p < 0,05) yang berarti terdapat perbedaan yang signifikan antara kemampuan anak sebelum dan sesudah perlakuan. Nilai rata-rata N-Gain sebesar 0,3971 berada pada kategori sedang. Dengan demikian, Media Penilaian Kognitif Bergambar efektif digunakan untuk menstimulasi pemahaman konsep bilangan anak kelompok B di TKIT Ar-Royyan Indramayu.]]>
