MENINGKATKAN KEMAMPUAN MENGENAL ANGKA ANAK USIA DINI 5-6 TAHUN MELALUI PENGGUNAAN MEDIA POHON ANGKA PADA TK KARYA DI KUALA KAPUAS TAHUN PELAJARAN 2022 /2023

Abstrak

The results of the observation analysis of performance test results show that the ability to
recognize numbers aged 5-6 years is still starting to develop (MB), because the score achieved was only
51.70%, not reaching the minimum achievement standard of 76% or at least very well developed (BSB).
(appendix F). Problem solving solution, using number tree media to improve the ability to recognize
numbers for young children aged 5-6 years at Karya Kindergarten in Kuala Kapuas. This classroom action
research uses the PTK (development) model (Suwardi, 2018: 35), each cycle consists of 4 stages, namely:
action planning, action implementation, observation, reflection. The subjects of this research were 11
people, consisting of 4 girls and 7 boys. Qualitative data was collected through observation sheets on the
activities of young students aged 5-6 years and the teacher's abilities, while qualitative data on the ability to
recognize numbers from early childhood children aged 5-6 years was collected through performance tests
on variations of observation sheets on the results of actions at the end of each cycle. The results of the
research show that: (1) The ability to recognize numbers in early childhood 5-6, the percentage score for
cycle III is 78.69% in the Very Good Development (BSB) category, increasing by a difference of 18.46% and
the category increasing Very Good Development (BSB). cycle III from start of development (MB) cycle II.
(2) The qualitative change in support for teachers' ability in cycle III was 79.41% in the good ability
category, an increase of 19.12%, the category increased in good in cycle III from sufficient in cycle II. (3)
Qualitatively supported changes in the learning activity of students in cycle III were 81.02% in the very
good activeness category, an increase of 22.06%, the category increased very well in cycle III from fair
cycle II.