<![CDATA[Recognizing numbers 1–10 is an important component of early numeracy development, yet some young children still experience difficulties in identifying, naming, sequencing, and matching number symbols. This study aims to describe the implementation of Puzzle Smart Bus, examine children's development in recognizing numbers 1–10 following its use, and identify supporting and inhibiting factors in its implementation among children aged 4–5 years at TK Al-Mubarok. This study employed a descriptive qualitative approach involving 20 children from Group A, with the classroom teacher and principal serving as informants. Data were collected through observation, semi-structured interviews, and documentation, and analyzed using the Miles and Huberman interactive model through data reduction, data display, and conclusion drawing and verification. The findings show that the implementation of Puzzle Smart Bus consisted of planning, implementation, and evaluation stages. Its use supported children's ability to recognize number forms, name numbers 1–10, arrange numbers sequentially, and match number symbols more accurately. Children also demonstrated greater focus, enthusiasm, participation, and confidence during learning activities. Supporting factors included attractive media, children's enthusiasm, teacher support, and a conducive learning environment, while inhibiting factors included differences in children's abilities, limited media availability, fluctuating attention, and limited learning time. These findings indicate that Puzzle Smart Bus can serve as a concrete, active, and enjoyable alternative for supporting early numeracy learning. ABSTRAK Kemampuan mengenal angka 1–10 merupakan bagian penting dari perkembangan numerasi dasar anak usia dini, tetapi dalam praktiknya masih ditemukan anak yang mengalami kesulitan mengenali bentuk, menyebutkan, mengurutkan, dan mencocokkan simbol angka. Penelitian ini bertujuan mendeskripsikan penerapan media Puzzle Smart Bus, perkembangan kemampuan anak dalam mengenal angka 1–10 setelah penggunaannya, serta faktor pendukung dan penghambat penerapannya pada anak usia 4–5 tahun di TK Al-Mubarok. Penelitian menggunakan pendekatan kualitatif deskriptif dengan subjek 20 anak kelompok A dan informan guru kelas serta kepala sekolah. Data dikumpulkan melalui observasi, wawancara semi-terstruktur, dan dokumentasi, kemudian dianalisis menggunakan model interaktif Miles dan Huberman melalui reduksi data, penyajian data, serta penarikan dan verifikasi kesimpulan. Hasil penelitian menunjukkan bahwa penerapan Puzzle Smart Bus berlangsung melalui tahap perencanaan, pelaksanaan, dan evaluasi. Penggunaan media membantu anak mengenali bentuk angka, menyebutkan angka 1–10, menyusun urutan, dan mencocokkan simbol angka dengan lebih tepat, serta meningkatkan fokus, antusiasme, keterlibatan, dan kepercayaan diri anak. Faktor pendukung meliputi media yang menarik, antusiasme anak, dukungan guru, dan lingkungan kondusif, sedangkan hambatannya berupa perbedaan kemampuan, keterbatasan media, perubahan konsentrasi, dan keterbatasan waktu. Temuan ini menunjukkan bahwa Puzzle Smart Bus dapat menjadi alternatif media pembelajaran numerasi yang konkret, aktif, dan menyenangkan bagi anak usia dini.]]>
