<![CDATA[This research was motivated by the importance of using learning media that are attractive and appropriate to the characteristics of early childhood in introducing numbers and colors. Based on preliminary observations at Al Fath Kindergarten, Kedemangan Village, Muaro Jambi, it was found that some children still had difficulties recognizing numbers and colors and were less enthusiastic about participating in conventional learning activities. Therefore, the use of number and color puzzle media was considered an alternative to improve children's interest and learning abilities. This study aimed to describe the use of number and color puzzle media at Al Fath Kindergarten in Kedemangan Village, Muaro Jambi, to identify children's responses to the use of the media, and to determine the supporting and inhibiting factors in its implementation. This study employed a qualitative approach with a descriptive research design. The research subjects consisted of classroom teachers, the principal, and children of Al Fath Kindergarten in Kedemangan Village, Muaro Jambi. Data were collected through observation, interviews, and documentation. Data analysis used the Miles and Huberman model, including data reduction, data display, and conclusion drawing. Data validity was ensured through source triangulation and technique triangulation.The results showed that the use of number and color puzzle media had been implemented effectively in learning activities. Teachers used puzzle media as a learning-through-play tool to introduce numbers and colors to children. Children's responses to the use of puzzle media were very positive, as indicated by increased enthusiasm, participation, and involvement during the learning process. The use of puzzle media also helped improve children's ability to recognize numbers and colors, enhance concentration, develop logical thinking skills, and improve fine motor skills. Supporting factors included teacher creativity, the availability of learning media, and support from the school. Meanwhile, inhibiting factors included differences in children's abilities, limited numbers of puzzle media, and children's short attention spans. Keywords: puzzle media, numbers and colors, early childhood, learning, kindergarten.]]>
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