<![CDATA[This study aims to improve young children's cognitive abilities in recognizing number symbols through number-card games at TK Negeri Pembina Poli-Polia. The study employed a classroom action research (CAR) design conducted in two cycles, each consisting of planning, action, observation, and reflection. The participants were 15 children in Group A. Data were collected through observation and task-based assessment and analyzed using descriptive quantitative and qualitative methods. The results showed that the percentage of children achieving the Developing as Expected (BSH) and Developing Very Well (BSB) categories increased from 33.33% in the pre-cycle to 60% in Cycle I and 80% in Cycle II. Children's activity also increased from 50% in the first meeting of Cycle I to 83.33% in Cycle II. These findings indicate that number-card games can support improvements in young children's cognitive abilities in recognizing number symbols. Therefore, number-card games can serve as a concrete, engaging, and developmentally appropriate alternative learning medium for early childhood education.]]>
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