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All Journal EKOTONIA: Jurnal Penelitian Biologi, Botani, Zoologi dan Mikrobiologi Jurnal Mandala Pengabdian Masyarakat Annual Conference on Islamic Early Childhood Education Kalam Cendekia: Jurnal Ilmiah Kependidikan Journal Ashil: Jurnal Pendidikan Anak Usia Dini Early Stage Journal of Childhood Education, Development and Parenting Indonesian Journal of Humanities and Social Sciences Journal Ashil: Jurnal Pendidikan Anak Usia Dini ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal
Fadilatul Fitria
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Education Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Neuroscience Physics Public Health Social Sciences Other

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From Intuitive Practice to Intentional Pedagogy: Subitization in Wetland-Based Early Childhood Education Novitawati, Novitawati; Doddyansyah, Muhammad Rusvendy; Auliya, Alfiana Falan Syarri; Fitria, Fadilatul
THUFULA Vol 14, No 1 (2026): ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal
Publisher : PIAUD Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thufula.v14i1.36255

Abstract

Subitization is an important aspect of early numeracy that enables children to recognize small quantities without counting and serves as a foundation for number sense development. Although wetland environments provide rich opportunities for contextualized numeracy learning, their potential remains underutilized in many early childhood education settings. This study investigated teachers’ understanding and implementation of subitization-related activities and explored the extent to which wetland contexts are incorporated into early numeracy learning. Using a qualitative case study design, data were collected through interviews and classroom observations involving teachers from Pembina Inti Kindergarten in Banjarmasin, Indonesia. Data were analyzed through condensation, display, and conclusion drawing. The findings reveal that teachers regularly engage children in activities that support subitization, such as dice, domino, and object-recognition games. However, they do not explicitly identify these practices as subitization. This indicates a gap between intuitive classroom practice and intentional pedagogical understanding. In addition, wetland resources and experiences are rarely integrated into numeracy activities despite their relevance to children’s local environment. The study highlights the need for professional development and curriculum support to bridge intuitive practice and intentional pedagogy in subitization learning and to promote the meaningful integration of wetland contexts into early childhood numeracy education.
Co-Authors Ade Yusni Pranata Alfiana Falan Syarri Auliya Amidanal Chikmah Ayyun Khoirul Ummah Briyantika Puji Lestari Budi Afriyansyah Doddyansyah, Muhammad Rusvendy Fajriyah, Lathifatul Fashlah, Anggita Gunati Hayati, Firdha Herry Marta Saputra Nidaul Hasanah Novitawati Novitawati NUR ANNIS HIDAYATI Revina Rizqiyani, Revina Riswandi, Fitta Nurisma Yayi Suryo Prabandari