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Hubungan Menonton Video Youtube Dengan Kemampuan Komunikasi Anak Usia 5 -6 Tahun Siti Amaliah; Kristiana Maryani; Siti Khosiah
As-Sibyan: Jurnal Pendidikan Anak Usia Dini Vol 7 No 1 (2022): Juni 2022
Publisher : UIN Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/as-sibyan.v7i1.5794

Communication is a variety of opinions and emotions. Communication is used by: code, reaction, verbal and nonverbal, but communication is very familiar in the form of speech. The media that children are most interested in is YouTube, usually YouTube videos are made up of mixture of pictures and songs that children like the most. This study aims to determine wheter there is a relationship between watching YouTube videos and the communication skills of children aged 5-6 years in Ketileng Village, Cilegon District, Cilegon City-Banten. The method used in this study is quantitative correlation, sampling using purposive sampling with a sample of 46 children in early childhood education institutions Ketileng Village. The results of this study indicate that thevalueofsig(2-tailed) is 0.001<0.005, so it can be concluded that there is a relationship between watching YouTube videos and the communication skills of children aged 5-6 years in Ketileng Village, Cilegon District, Cilegon City-Banten. With a correlation value of 0.0469 means that it has a stong relationship watching YouTube videos with the communication skills of children aged 5-6 years. Keywords: communication skills, watching YouTube videos, children aged 5-6 years References Andika, Y., & Sunarti, V. (2018). Hubungan Antara Komunikasi Keluarga dengan Kemampuan Bicara Anak Usia Dini Desa Rambai. Jurnal Pendidikan Luar Sekolah, 6(4), 547–554. Atin, R., & Priyantoro, D. E. (2021). Pentingnya Penanaman Nilai-Nilai Agama Pada Pendidikan Anak Usia Dini Dalam Perspektif Al-Quran. As-Sibyan: Jurnal Pendidikan Anak Usia Dini, 6(1), 1–16. Damayanti, E., & Nasrul, M. A. (2020). Capaian Perkembangan Fisik Motorik Dan Stimulasinya Pada Anak Usia 3-4 Tahun. As-Sibyan: Jurnal Pendidikan Anak Usia Dini, 5(2), 67–80. Departemen Pendidikan Nasional (Depdiknas). (2003). Undang-udang RI No. 20 Tahun 2003 Tentang Sistem Pendidikan Nasional. pusdiklat.perpusnas.go.id. Departemen Pendidikan Nasional (Depdiknas). (2007). Standar Isi Pendidikan Anak Usia Dini. Pusat Kurikkulum Balitbang Depdiknas 2007. Hamdi, A. S., & Bahruddin, E. (2014). Metode Penelitian Kuantitatif Aplikasi dalam Pendidikan (A. Anas (ed.)). Deepublish. Huliyah, M. (2016). Pengembangan Daya Seni Pada Anak Usia Dini. aṣ-ṣibyān: Jurnal Pendidikan Anak Usia Dini, 1(2), 149–164. Imroatun, I. (2018). Alternatif Media Pengembangan Literasi Baca Tulis Berbahasa Nasional bagi Siswa Raudlatul Athfal AH-. Al Hikmah Proceedings on Islamic Early Childhood Education, 1(April), 103–112. Imroatun, I., Widat, F., Fauziddin, M., Farida, S., Maryam, S., & Zulaiha. (2021). Youtube as a Media for Strengthining Character Education in Early Childhood. Journal of Physics: Conference Series, 1779(1), 012064. https://doi.org/10.1088/1742-6596/1779/1/012064 Janah, M. M., Fadhli, M., & Kristiana, D. (2019). Hubungan Intensitas Menonton Youtube dengan Perkembangan Sosial Emosional Anak Usia 5-6 Tahun. Jurnal Ilmiah Maha Siswa Universitas Muhammadiyah Ponorogo, 3(2), 110–116. Mulyani, N. (2019). Pengembangan Kreativitas Anak Usia Dini Melalui Bermain Gerak Dan Lagu Di TK Negeri Pembina Kabupaten Purbalingga. As-Sibyan : Jurnal Pendidikan Anak Usia Dini, 4(1), 13–24. Mulyani, Y., & Gracinia, J. (2013). Kemampuan Berbahasa, Sains & Matematika. Elex Media Komputindo. Musfiqon, M. (2012). Panduan Lengkapn Metodologi Penelitian Pendidikan. Prestasi Pustaka. Pujianti, R., Sumardi, S., & Mulyadi, S. (2021). Perkembangan Sosial Emosional Anak Usia 5-6 Tahun Selama Pembelajaran Jarak Jauh Di Raudhatul Athfal. As-Sibyan: Jurnal Pendidikan Anak Usia Dini, 6(2), 117–126. https://doi.org/10.32678/AS-SIBYAN.V6I2.4919 Putra, A., & Patmaningrum, D. A. (2018). Pengaruh Youtube di Smartphone Terhadap Perkembangan Komunikasi Interpersonal Anak. Jurnal Penelitian Komunikasi, 21(2), 159–172. Sugiyono. (2015). Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif, dan R&D. Alfabeta. Susanto, A. (2019). Bimbingan & Konseling di Taman Kanak-kanak (A. Susanto (ed.); Ke-1). PRENADAMEDIA GROUP. Sutarti, T., & Astuti, W. (2021). Dampak Media Youtube dalam Proses Pembelajaran dan Pengembangan Kreatifitas Bagi Kaum Milenial. Jurnal Widya Aksara, 26(1), 89–101. Widyaningtyas, W., Shari, D., Saleh, N. R., & Asmara, B. (2021). Menigkatkan Kemampuan Kognitif Mengenal Bentuk Geometri Melalui Media Bahan Alam Batu Pelangi. As-Sibyan: Jurnal Pendidikan Anak Usia Dini, 6(1), 41–52. https://doi.org/10.32678/AS-SIBYAN.V6I1.2940

Pola Asupan Gizi Anak Usia Dini Pada Masa Pandemi COVID-19 Hesti Novita Sari; Kristiana Maryani; Isti Rusdiyani
As-Sibyan: Jurnal Pendidikan Anak Usia Dini Vol 7 No 1 (2022): Juni 2022
Publisher : UIN Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/as-sibyan.v7i1.5437

The purpose of this study was to determine: (1) the nutritional intake of children aged 3 – 4 years during the covid-19 pandemic in Kubangawan Village, (2) ways parents provide nutritious food to chidren aged 3 – 4 tahun, (3) Factors that affect children who have malnutrition. This research is a qualitative research using descriptive. The subject in this study were the head of nutrition at the Ciruas public health center, parents of children aged 3 – 4 years. In the process of collecting data the researches used the metod of interview, observation, and documentation. While the validity test of the data used in the study were the persistence/consistency of observation, triangulation and member check. From the result of the study, it can be concluded that the nutritional intake or food that is often given to children aged 3 – 4 years is 4 healthy 5 perfect. Keywords: nutrition intake, children aged 3 – 4 years, covid-19 pandemic ReferencesCahyana, D. D. (2015). “Status Gizi Anak dengan Pertumbuhan dan Perkembangan Anak 0-2 Tahun di Wilayah Kerja Puskesmas Tomo Kabupaten Sumedang”. Jurnal Kesehatan Gizi , Vol.2 No.1. Desmita. (2016). Psikologi Perkembangan Anak. Bandung: Remaja Rosdakarya Offset. Dinar Nur Inten, A. N. (2019). "Literasi Kesehatan pada Anak Usia Dini melalui Kegiatan Eating Clean". Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 366-376, Vol 3,No 2. Endang, R. S. (2016). Pengaruh Gizi Terhadap Pertumbuhan Dan Perkembangan Anak. Jurnal Cakrawala Pendidikan, Vol 1, No 2. Hairuddin, A. (2018). “Penyakit Infeksi Dan Praktek Pemberian MP-ASI Terhadap Kejadian Stunting Pada Anak Usia 12-36 bulan”. Jurnal Dunia Gizi, Vol. 1, No.1, 53. Hidayat, F., Hidayat, I., Ghofur, A., & Setiawan Santoso, F. (2021). Penanganan Kesehatan Pasien Reaktif COVID-19 Melalui Terapi Zikir Dan Lingkungan Wawasan Pengalaman Subyektif. Ulumuddin : Jurnal Ilmu-ilmu Keislaman, 11(1), 1–12. Huliyah, M. (2016). Hakikat Pendidikan Anak Usia Dini. aṣ-ṣibyān: Jurnal Pendidikan Anak Usia Dini, 1(1), 60–71. Idris, M. H. (2016). Karakteristik Anak Usia Dini . Jakarta: Luxima Metro Media. Imroatun, I. (2018). Alternatif Media Pengembangan Literasi Baca Tulis Berbahasa Nasional bagi Siswa Raudlatul Athfal AH-. Al Hikmah Proceedings on Islamic Early Childhood Education, 1(April), 103–112. http://conference.staialhikmahtuban.ac.id/index.php/ah-pieceImroatun, I., Hunainah, H., Rukhiyah, Y., & Apipah, I. (2021). Perbedaan Tingkat Pengenalan Huruf Hijaiyyah melalui Metode Iqro pada Anak Kelas A Taman Kanak-Kanak. Al-Mudarris (Jurnal Ilmiah Pendidikan Islam), 4(1), 23–40. https://doi.org/10.23971/MDR.V4I1.2975Indonesia, D. A. (2013). Al-Qur'an dan Terjemahannya. Jakarta: Bintang Indonesia. Jaya, I. (2018). Penerapan Statistik Untuk Pendidikan. Medan: Perdana Publishing. Khairieri, H. K. (2018). "Karakteristik Perkembangan Anak Usia Dini Dari 0-6 Tahun". Jurnal Warna, Vol.2 No.2. Maleong, L. J. (2011). Metodologi Penelitian Kualitatif. Bandung: PT Remaja Rosdakarya. Matondang, Z. (2013). Statiska Pendidikan. Medan: Unimed Press. Miles Matthew B, E. a. (2014). Qualitative Data Analysis, A Methods Source, Edisi 3. USA: sage publication. Terjemahan Tjetjep Rohindi Rohidi. Jakarta: UI Press. Muhammad, H. (2017). Penilaian Status Gizi. Jakarta: Buku Kedokteran. Mulyasa, H. (2012). Manajemen Paud. Bandung: PT. Remaja Rosdakarya. Nasruddin, M., Sriwinarsih, E., Rukhiyah, Y., Supriyanti, S., & Khasanah, N. (2021). Pengaruh Pendidikan Agama Islam Di Sekolah Terhadap Perilaku Anak Di Rumah Studi Kasus TK Aisyiyah 5 Kota Magelang. As-Sibyan: Jurnal Pendidikan Anak Usia Dini, 6(1), 77–88. Nurani, S. d. (2013). Gizi Anak Dan Remaja. Jakarta: Universitas Terbuka. Nurhayati, R. (2019). Membangun Budaya Literasi Anak Usia Dini dalam Keluarga. Nuansa Akademik: Jurnal Pembangunan Masyarakat, 4(1), 79–88. https://doi.org/10.47200/JNAJPM.V4I1.918Pandoman, A. (2020). Analisis Quietus Politik Terhadap Upaya Pemerintah Menangani Wabah Covid-19 Pasca Deklarasi Public Health Emergency Of International Concern (PHEIC). Ulumuddin: Jurnal Ilmu-ilmu Keislaman, 10(1), 1–12. https://doi.org/10.47200/ulumuddin.v10i1.379Anies, P. M. (2020). Covid 19 : Seluk Beluk Corona Virus Yang Wajib Di Baca. Yogyakarta: Arruz Media. Purwani, E. (2013). (erni_purwani@ymail.com) "Pola Pemberian Dengan Status Gizi Anak Usia 1-5 Tahun Di Kabunan Taman Pemalang”. Email kepada Mery Chalista (mary_chalista81@yahoo.co.id) Septikasari, M. (2018). Status Gizi Anak Dan Faktor Mempengaruhi. Yogyakarta: UNY Press. Setiawati, et al. (2020). “Hubungan Status Gizi Dengan Pertumbuhan Dan Perkembangan Balita 1-3 Tahun”. Jurnal Kesehatan, Vol 14, (1). Sugiono. (2017). Metode Penelitian Kuantitatif, Kualitatif, Dan R&D. Bandung: Alfabeta. Syahrum, & S. (2015). Metodologi Penelitian Kualitatif. Bandung: Citapustaka. T Voortman, K. B, et al. (2016). Protein intake in early childhood and body composition at the age of 6 years : The Generation R Study. International Journal of Obesity , 1018–1025. Wiko Saputra, R. H. (2012). "Faktor Demografi Dan Risiko Gizi Buruk Dan Gizi Kurang". Jurnal Makara Kesehatan, Vol 16, (2). Wirjatmadi, M. A. (2014). Gizi Dan Kesehatan Balita. Jakarta: Kencana Prenada Media Group. Yuliana. (2020). Corona Virus Diseases (Covid-19) . Fakultas Kedokteran: Universitas Lampung, 187-192, Vol 2, No 2. Yuliani Nurani, S. M. (2013). Konsep Dasar Pendidikan Anak Usia Dini. Jakarta: Indeks. Yusri. (2013). Statistika Sosial. Yogyakarta: Graha Ilmu.

IMPLEMENTASI PEMBELAJARAN TARI BEDUG WARNANE PADA ANAK USIA 3-6 TAHUN Salsabila Ardya Putri; Kristiana Maryani; Fadlullah Fadlullah
Jurnal Anak Usia Dini Holistik Integratif (AUDHI) Vol 6, No 1 (2023)
Publisher : Prodi Pendidikan Guru Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36722/jaudhi.v6i1.2021

Tari Bedug Warnane merupakan tarian kesenian daerah Banten yang bertemadengan iringan musik ceria dengan nada unsur bermain bedug yang dipukul sesuai dengan tempo dan irama. Penelitian ini bertujuan untuk mengetahui implementasi pembelajaran tari Bedug Warnane disanggar tari Raksa Budaya mulai dari perencanaan, pelaksanaan, evaluasi model, strategi, sarana prasarana, media dan lingkungan serta faktor-faktor yang menjadi pendukung dan penghambat dalam pembelajaran tari Bedug Warnane di Sanggar. Penelitian ini menggunakan pendekatan deskriptif kualitatif. Teknik pengumpulan data berupa observasi, wawancara, dan dokumentasi. Analisa data menggunakan model Milles and Hubberman yang terdiri dari reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa: proses pembelajaran tari untuk anak usia 3-6 tahun dilakukan melalui beberapa tahapan. Tahap Perencanaan berupa menyiapkan rencana pembelajaran yang merujuk pada silabus, menyiapkan sarana dan media pembelajaran dilakukan oleh para pengurus di sanggar. Tahap pelaksanaan berupa pembelajaran materi tari Bedug Warnane dengan menggunakan metode demonstrasi, imitative serta praktik. Tahap evaluasi yaitu kegiatan yang dilakukan setiap akhir pembelajaran. Kegiatan evaluasi juga dilakukan melalui pertunjukan tari dengan menampilkan tarian Bedug Warnane yang sekaligus untuk mengetahui pencapaian pembelajaran. Adapun hambatan yang dialami yaitu anak sulit fokus pada saat pembelajaran berlangsung. Solusi yang dilakukan pelatih adalah dengan cara membangkitkan semangat anak dalam belajar menari. Kesimpulannya Sanggar Bina Seni Tari Raksa Budaya Kota Serang telah melaksanakan pembelajaran tari dengan sistematis yang dimulai dari perencanaan, pelaksanaan, hingga evaluasi dengan merujuk pada silabus yang ada.

IMPLEMENTASI SENTRA STEAM DAN CODING PADA ANAK USIA DINI (PENELITIAN KUALITATIF DI KB-TK LABSCHOOL UNJ JAKARTA PADA TK B) Adlia Izmatu arham; Isti Rusdiyani; Kristiana Maryani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.50043

This research is motivated by the readiness of Labschool in creating the nation's children who are literate in technology and critical understanding as well as problem solving through the children's learning process to stimulate problem solving needed in the modern era now in the last 2 years. The teacher's duties are needed in the process of planning, implementing, evaluating and solving problems from obstacles and support for learning at Labschool Kindergarten, not only the teacher is also a facilitator, a child safety guard, ensuring that every child is safe, comfortable and independent. The sustainability of all of this cannot be separated from internal cooperation, namely the school and external, namely parents of students, and the environment, with the aim of facilitating all children's learning activities both in terms of morals and morals. The teacher also ensures that every process that the child does is in accordance with the development through documentation, as well as recording the process of achieving the development that the child does, the purpose of this research is to describe how the process of STEAM and coding center activities is carried out starting from planning, implementation, evaluation and knowing the obstacles and support that KB-TK Labschool gets. Overall, the STEAM and coding centers carried out by Labschool Kindergarten are running according to plan and quickly follow up on all evaluations for better in the future.

PENGGUNAAN BAHAN BEKAS KEMASAN DALAM PEMBELAJARAN PADA ANAK USIA DINI Rara Siti Aisah; Kristiana Maryani; Isti Rusdiyani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.50371

This study aims to examine the use of recycled packaging materials in the learning process for 5–6-year-old children at the Pembina Pandeglang Public Kindergarten. This study employs a qualitative research method with a descriptive approach, utilizing data collection techniques such as observation, interviews, and documentation. Data analysis was conducted through the stages of data collection, data reduction, data presentation, and drawing conclusions. The results of the study indicate that teachers at TK Negeri Pembina Pandeglang utilize various recycled packaging materials easily found in the surrounding environment, such as cardboard, straws, scrap paper, and plastic bottle caps as learning media in core activities. Every day, teachers prepare learning activities that involve the use of recycled packaging materials. The use of recycled packaging materials in learning enhances creativity and makes children more active and enthusiastic during the learning process. The conclusion of this study indicates that teachers at TK Negeri Pembina Pandeglang have utilized recycled packaging materials as learning media tailored to their lesson plans, thereby creating creative, enjoyable, economical, and environmentally friendly learning experiences for young children. Keywords: Recycled Packaging Materials, Learning, Early Childhood

PENGARUH GAME EDUKATIF WORDWALL TERHADAP PENGENALAN KONSEP BILANGAN ANAK USIA 5-6 TAHUN Rida Dwi Kurniawati; Atin Fatimah; Kristiana Maryani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.53768

The purpose of this study is to determine how the educational game Wordwall affects children at TK Putra II Serang aged between five and six years old in their ability to identify number concepts. The study uses a quasi-experimental method with a nonequivalent control group design. The research sample consisted of thirty children, fifteen of whom were in the experimental group and fifteen in the control group. Observation was the method used to collect data, and SPSS 24 was used to analyze the data using normality tests, homogeneity tests, and Independent Sample t-Test. According to the research findings, the average score of the experimental group increased from 25.33 to 34.20, while the control group increased from 24.13 to 31.00. The hypothesis test results showed a Sig. (2-tailed) value of 0.001 < 0.05, indicating that the use of the educational game Wordwall has a significant effect on children's ability to recognize numerical concepts at the age of 5 to 6 years. Therefore, Wordwall can be a useful and enjoyable teaching tool to support children's cognitive development. Keywords: Wordwall, educational game, number concepts, early childhood.

IMPLEMENTASI BUKU PILAR SEBAGAI UPAYA PENGUATAN KARAKTER Fadwa Salma Syarafa; Fadlullah; Kristiana Maryani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Processed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.59278

This research was motivated by the importance of character strengthening in early childhood as the foundation for shaping children’s personality and positive behavior. One of the efforts carried out by educational institutions is through the implementation of pillar books containing character values integrated into daily learning activities. This study aimed to describe the implementation of pillar books as an effort to strengthen the character of childern aged 5-6 years at RA Al-Izzah and to indentify the supporting and inhibiting factors in its implementation. This research used a qualitative approach with a descriptive method. The research subjects consisted of the principal, classroom teachers, and children aged 5-6 years at RA Al-Izzah. Data collection techniques were carried out through observation, interviews, and documentation. Data analysis used data reduction, data presentation, and conclusion drawing. The validity of the data was obtained through source and technique triangulation. Based on the results of the study, the implementation of pilar books at RA Al-Izzah has been carried out well and has been able to become an effective effort to strengthen early childhood character through habituation and role modeling in daily activities.

KEMAMPUAN BAHASA PADA ANAK USIA 2-3 TAHUN MELALUI KEGIATAN CIRCLE TIME DI KB-TK LABSCHOOL JAKARTA Serli Rahmayanti; Isti Rusdiyani; Kristiana Maryani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Processed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.60923

Language ability is one of the developmental aspects that needs to be stimulated from an early age because it plays an important role in children's communication, understanding of information, and interaction with their environment. Circle time is one of the learning activities that can be used to stimulate children's language ability. This study aims to describe the implementation of circle time, the development of receptive and expressive language ability of children aged 2-3 years, and the supporting and inhibiting factors in its implementation at KB-TK Labschool Jakarta. This research employed a qualitative approach with a case study design. The subjects consisted of the school principal, the classroom teacher, and 11 children aged 2-3 years. Data were collected through observation, interviews, and documentation, then analyzed through data condensation, data display, and conclusion drawing, with source and technique triangulation used to test data validity. The results show that circle time was implemented systematically through opening, core, and closing stages, and was able to stimulate children's receptive language in understanding simple instructions as well as expressive language in answering questions, enriching vocabulary, and forming simple sentences. The success of its implementation was supported by teacher competence, the use of appropriate media, activity routines, children's emotional readiness, and cooperation with parents, while the obstacles encountered included differences in children's language ability, short attention spans, children's emotional conditions, late arrivals, and the need for special assistance. Thus, circle time proved to be an effective learning strategy for stimulating the language ability of children aged 2-3 years.

KONSEP PENGENALAN MATEMATIKA PERMULAAN DI SENTRA NUMERASI TK B LABSCHOOL JAKARTA Sherlita Maya Agustin; Kristiana Maryani; Dian Surya Aprillyanti
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Processed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.64239

This study aimed to describe the concept of early mathematics introduction in the Numeracy Center at TK B Labschool Jakarta, including the learning concept, numeracy learning planning, and the use of learning media and educational play materials. This study employed a qualitative descriptive case study approach. The research participant was the numeracy center teacher at TK B Labschool Jakarta. Data were collected through observation, interviews, and documentation, and analyzed using the Miles and Huberman interactive model, which consists of data reduction, data display, and conclusion drawing. Data validity was ensured through prolonged observation, persistent diligence, technique triangulation, and peer discussion. The findings revealed that the implementation of early mathematics learning at the Numeracy Center has been carried out in accordance with the characteristics of early childhood education through meaningful play activities and the use of concrete learning materials. Learning plans were developed based on initial diagnostic assessments, weekly teaching modules, and children's developmental needs. The learning process focused not only on number recognition and counting skills but also on classification, patterning, measurement, comparison, and recognition of simple geometric shapes. Teachers acted as facilitators by providing guidance, stimulation, and reflection throughout the learning process. The use of various learning media and educational play materials enhanced children's engagement, making early mathematics learning more active, enjoyable, and meaningful

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