<![CDATA[The problem in this research is based on the low levels of activity, cooperation, and cognitive development of children in understanding the concept and symbols of numbers. The solution proposed is the use of the Langit model (probLem bAsed learniNG and explicIT instruction) and Cuisenaire Rods as a medium. The purpose of this study is to describe teacher activities and analyze the activities, cooperation, and cognitive development outcomes of children in understanding number concepts and symbols. This research uses a qualitative approach with the Classroom Action Research (PTK) method, conducted over four sessions. The research setting was with Group A children at TK Islam Khadijah Plus Banjarmasin, consisting of 22 children. The data collection technique used was observation. Data analysis was carried out using descriptive analysis with tables and graphs. The research instruments included observation sheets for teacher children’s activities, children’s cooperation, and children’s developmental achievements. The results showed that by the fourth sessions, teacher activities had reached the “Very Good” category. Children’s activities, on a classical basis, reached the “Almost All Children Active” category in session four. Children’s cooperation, on a classical basic, reached the “Almost All Children Cooperate” category in the fourth session, and children’s developmental outcomes reached the BSB (Developing Very Well) and BSH (Developing According to Expectations) categories in session four. It is recommended that the Langit model and Cuisenaire Rods be used as a reference for implementing effective learning models.]]>
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