Developing a Congklak-Based Module to Enhance Early Childhood Number Recognition in the Independent Curriculum
DOI:
https://doi.org/10.31958/ijecer.v4i1.15309Kata Kunci:
Congklak Game Module, Independent Curriculum, Number Recognition, Early Childhood EducationAbstrak
Number recognition is a crucial component of early childhood cognitive development and is a key focus in the Independent Curriculum. Traditional teaching methods often struggle to fully engage young learners, highlighting the need for innovative, developmentally appropriate learning media. This study aimed to develop a Congklak-based learning module to enhance early childhood number recognition within the framework of the Independent Curriculum. Using a Research and Development (R&D) approach with the ADDIE model, which includes stages of analysis, design, development, implementation, and evaluation, this study involved 4 teachers and 30 children from Group B at TK Mansurin, Tarakan City. Data were collected through expert validation, teacher practicality questionnaires, and pre-test and post-test assessments of number recognition. Expert validation of the module indicated high validity with an average score of 92.43%, and teacher assessments revealed the module was highly practical with a score of 89%. The effectiveness of the module was analyzed using the Wilcoxon test, which demonstrated a statistically significant improvement in number recognition (p < 0.05). The average N-Gain of 0.68 confirmed the moduleÔÇÖs moderate effectiveness. The study concludes that the Congklak-based module is a valid, practical, and effective tool for enhancing early childhood number recognition within the Independent Curriculum, suggesting that traditional games can play a valuable role in modern educational settings.┬á
 
Number recognition is a crucial component of early childhood cognitive development and is a key focus in the Independent Curriculum. Traditional teaching methods often struggle to fully engage young learners, highlighting the need for innovative, developmentally appropriate learning media. This study aimed to develop a Congklak-based learning module to enhance early childhood number recognition within the framework of the Independent Curriculum. Using a Research and Development (R&D) approach with the ADDIE model, which includes stages of analysis, design, development, implementation, and evaluation, this study involved 4 teachers and 30 children from Group B at TK Mansurin, Tarakan City. Data were collected through expert validation, teacher practicality questionnaires, and pre-test and post-test assessments of number recognition. Expert validation of the module indicated high validity with an average score of 92.43%, and teacher assessments revealed the module was highly practical with a score of 89%. The effectiveness of the module was analyzed using the Wilcoxon test, which demonstrated a statistically significant improvement in number recognition (p < 0.05). The average N-Gain of 0.68 confirmed the moduleÔÇÖs moderate effectiveness. The study concludes that the Congklak-based module is a valid, practical, and effective tool for enhancing early childhood number recognition within the Independent Curriculum, suggesting that traditional games can play a valuable role in modern educational settings.┬á
Keywords: Congklak Game Module, Independent Curriculum, Number Recognition, Early Childhood EducationReferensi
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Duncan, R. J., McClelland, M. M., & Acock, A. C. (2017). Relations between executive function, behavioral regulation, and achievement: Moderation by family income. Journal of Applied Developmental Psychology, 49(5), 21–30. https://doi.org/10.1016/j.appdev.2017.01.004
Fadhilah, H. N., Syafrida, R., & Nirmala, I. (2022). Pengaruh Inovasi Media Paper Plate Terhadap Kemampuan Berhitung Anak Usia 5-6 Tahun. Jurnal Ilmiah Wahana Pendidikan, 8(15), 283–292. https://doi.org/10.5281/zenodo.7049290
Fisher, K. R., Hirsh-pasek, K., Newcombe, N., & Golinkoff, R. M. (2013). Taking Shape : Supporting Preschoolers ’ Acquisition of Geometric Knowledge Through Guided Play. 84(6), 1872–1878. https://doi.org/10.1111/cdev.12091
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Illahibaccus-Sona, S. B. (2023). A Qualitative Phenomenological Investigation of Pre-university English as a Second Language Learners’ Experiences in Malaysia. Journal of English Language Teaching and Applied Linguistics, 5(2), 197–212. https://doi.org/10.32996/jeltal.2023.5.2.23
Lei, H., & Hu, A. (2020). Designing a Rich Numeracy Task in Early Childhood Mathematics Education: Teaching Addition in a Kindergarten in Macao. Studies in Social Science Research, 2(1), p1. https://doi.org/10.22158/sssr.v2n1p1
Lestari, E. (2022). Peran Extended-Nuclear Family terhadap Perkembangan Bahasa Anak Usia Dini. Indonesian Journal of Islamic Early Childhood Education, 7(2), 94–104. https://doi.org/10.51529/ijiece.v7i2.345
Lubis, M. S., & Siregar, T. J. (2023). The Effect of Realistic Mathematics Education (RME) Approach on Students’ Numeracy Literacy Ability. Numerical …, 3, 38–49. https://doi.org/10.31958/jies.v3i1.8654
Mawadah, E., Al Anwari, A. M., Kisno, K., & Sari, A. H. (2022). Upaya Mengembangkan Kemampuan Berhitung Melalui Permainan Tradisional Congklak Pada Anak Usia Dini di TK Raden Intan Gunung Pelindung. IJIGAEd: Indonesian Journal of Islamic Golden Age Education, 3(1), 13–23. https://doi.org/10.32332/ijigaed.v3i1.3825
McClelland, M. M., Acock, A. C., Piccinin, A., Rhea, S. A., & Stallings, M. C. (2013). Relations between preschool attention span-persistence and age 25 educational outcomes. Early Childhood Research Quarterly, 28(2), 314–324. https://doi.org/10.1016/j.ecresq.2012.07.008
Musdalifah, M., Antara, P. A., & Mutiara, M. (2016). Pengaruh Permainan Congklak Bali Terhadap Kemampuan Mengenal Konsep Bilangan Pada Anak Kelompok B Di RA Baitul Mutaallim Tegalinggah Tahun Ajaran 2015/2016. Journal Pendidikan Anak Usia Dini Undiksha, 4(2). https://doi.org/10.23887/paud.v4i2.7812
Nafiqoh, H., & Alam, S. K. (2024). Congklak : Permainan Tradisional dalam Meningkatkan Kemampuan Mengenal Angka 1-10 pada Anak Usia Dini. 7(2), 187–195.Jurnal Ceria, 7(2) https://journal.ikipsiliwangi.ac.id/index.php/ceria/article/view/21229
Qistina, N. I., & Khadijah, K. (2025). An Analysis of the Dhuha Prayer Program in Shaping Religious Character among 5–6-Year-Olds in Kindergarten. Indonesian Journal of Early Childhood Educational Research (IJECER), 4(1), 214. https://doi.org/10.31958/ijecer.v4i1.15283
Rafita, M., & Puspa Juwita, R. (2025). Developing a Local Wisdom-Based E-Book to Instill Moral Values in Kindergarten Children. Journal of Islamic Education Students (JIES), 5(1), 236. https://doi.org/10.31958/jies.v5i1.15212
Ridwanulloh, M. U., Wulandari, A. F., Fitriana, T. N., Muhammad, A., Yusal, Y., & Lestari, F. (2024). The Transition from Implementing the K-13 Curriculum to the Merdeka Belajar Curriculum in Elementary Schools. Journal of Islamic Education Students (JIES), 4(1), 51. https://doi.org/10.31958/jies.v4i1.11887
Rohali, A., & Sitorus, M. (2025). Enhancing Imagination Through Finger Painting Activities in 5-6 Year Olds. Journal of Islamic Education Students (JIES), 5(1), 1. https://doi.org/10.31958/jies.v5i1.14018
Rosdiani, A., & Warmansyah, J. (2021). Perancangan Game Edukasi Berhitung Berbasis Mobile Aplikasi Inventor. Journal of Science and Technology, 1(2), 198–206. https://doi.org/10.15548/jostech.v1i2.3103
Safitri, N. N. D., Iriyanto, T., & Anisa, N. (2023). Pengembangan Game Edukasi Berhitung (GESIT) untuk Menstimulasi Kemampuan Berhitung Permulaan Anak Usia 5-6 Tahun. Indonesian Journal of Early Childhood: Jurnal Dunia Anak Usia Dini, 5(2), 232–243. https://doi.org/10.35473/ijec.v5i1.2198
Santi, S., & Bachtiar, M. Y. (2020). Peningkatan Kemampuan Berhitung Anak Melalui Permainan Tradisional Congklak Di Taman Kanak-Kanak Yustikarini Kabupaten Bantaeng. TEMATIK: Jurnal Pemikiran Dan Penelitian Pendidikan Anak Usia Dini, 6(1), 21. https://doi.org/10.26858/tematik.v6i1.14436
Shiddiq, K. H., Palupi, W., & Dewi, N. K. (2021). Measurement Ability Profile For Children Aged 4-6 Years. Early Childhood Education and Development Journal, 31. https://doi.org/10.20961/ecedj.v3i1.51040
Smolucha, L., & Smolucha, F. (2021). Vygotsky’s theory in-play: early childhood education. Early Child Development and Care, 191(7–8), 1041–1055. https://doi.org/10.1080/03004430.2020.1843451
Sukremi, K., Agung, A. A. G., & Ambara, D. P. (2013). Penerapan Metode Drill Berbantuan Media Tangram Untuk Meningkatkan Perkembangan Kognitif Anak Kelompok B2 Di Tk Pradnya Paramita. Jurnal Pendidikan, 3(2), 1–10. https://doi.org/10.23887/paud.v1i1.1136
Susanti, D. (2018). Peningkatkan Kecerdasan Logika Matematika melalui Permainan Ular Tangga Kelompok B1 di PAUD Al-Fadillah Kota Bengkulu. Skripsi.
Tominey, S. L., & McClelland, M. M. (2011). Red light, purple light: Findings from a randomized trial using circle time games to improve behavioral self-regulation in preschool. Early Education and Development, 22(3), 489–519. https://doi.org/10.1080/10409289.2011.574258
Vygotsky, L. S. (1978). Mind and Society: The Development of Higher Psychological Processes. In Harvard University Press.
Warmansyah, J., Utami, T., Faridy, F., Syarfina, S., Marini, T., & Ashari, N. (2023). Perkembangan Kognitif Anak Usia Dini (A. Ulinnuha & Tarmizi (eds.)). Bumi Aksara. https://www.google.co.id/books/edition/Perkembangan_Kognitif_Anak_Usia_Dini/aYLeEAAAQBAJ?hl=id&gbpv=1
Warmansyah, J., Yuningsih, R., Sari, M., Halif, A., & Solin, S. S. (2023). Pelatihan Pembuatan Google Edu untuk Penilaian Kurikulum Merdeka di Satuan PAUD Kabupaten Tanah Datar. Kreasi: Jurnal Pengabdian Masyarakat, 3(2), 10–20. https://doi.org/10.51529/kjpm.v3i2.440
Warmansyah, J., Zalzabila, Z., Mudinillah, A., & Safna, A. (2023). Pengenalan Budaya Alam Minangkabau Terhadap Anak Sejak Usia Dini. In U. N. Malang (Ed.), Proceedings Series of Educational Studies Seminar Nasional Teknologi pembelajaran (SNASTEP) #3. https://doi.org/10.17977/um083.8553
Wikaningtyas, A., & Nasir, M. (2024). Pendekatan saintifik dalam pengembangan Kurikulum 2013 PAUD. Jurnal Warna: Pendidikan Dan Pembelajaran Anak Usia Dini, 9(1), 49–65. https://doi.org/10.24903/jw.v9i1.1476
Anatasya, E., Rafifah, T., Rustini, T., & Wahyuningsih, Y. (2023). Implementasi Pendidikan Berbasis Permainan Tradisional dalam Membentuk Karakter Anak di Sekolah Dasar. Journal on Education, 5(3), 6063–6072. https://doi.org/10.31004/joe.v5i3.1372
Budianti, Y., Pulungan, E. N., & Nuraini, I. (2021). Pengaruh Permainan Congklak dan Gatheng Terhadap Kecerdasan Logika Matematika Anak Usia Dini di RA Khairu Ummah. Jurnal Raudhah, 9(1), 93–108. https://doi.org/10.30829/raudhah.v9i1.945
Butarbutar, R., Uspayanti, R., Manuhutu, N., & Palangngan, S. T. (2019). Analyzing of puzzle local culture-based in teaching english for young learners. IOP Conference Series: Earth and Environmental Science, 343(1). https://doi.org/10.1088/1755-1315/343/1/012208
Duncan, R. J., McClelland, M. M., & Acock, A. C. (2017). Relations between executive function, behavioral regulation, and achievement: Moderation by family income. Journal of Applied Developmental Psychology, 49(5), 21–30. https://doi.org/10.1016/j.appdev.2017.01.004
Fadhilah, H. N., Syafrida, R., & Nirmala, I. (2022). Pengaruh Inovasi Media Paper Plate Terhadap Kemampuan Berhitung Anak Usia 5-6 Tahun. Jurnal Ilmiah Wahana Pendidikan, 8(15), 283–292. https://doi.org/10.5281/zenodo.7049290
Fisher, K. R., Hirsh-pasek, K., Newcombe, N., & Golinkoff, R. M. (2013). Taking Shape : Supporting Preschoolers ’ Acquisition of Geometric Knowledge Through Guided Play. 84(6), 1872–1878. https://doi.org/10.1111/cdev.12091
Fitriana, D. (2022). Meningkatkan Perkembangan Kognitif Anak Usia Dini Melalui Alat Permainan Edukatif (Ape). JCE (Journal of Childhood Education), 5(2), 580. https://doi.org/10.30736/jce.v5i2.726
Gradini, E. (2016). Peningkatan Kemampuan Kognitif Anak Usia Dini Mengurutkan Bilangan Melalui Meronce. Jurnal Assalam, 1(2), 156–166. https://jurnal-assalam.org/index.php/JAS/article/view/67
Ilhami, B. S., Fitri, B. F. H., & Ramdhani, S. (2019). Permainan Kuda Bisik Untuk Meningkatkan Kemampuan Pembendaharaan Kosakata Anak Usia 5-6 Tahun. Cakrawala Dini: Jurnal Pendidikan Anak Usia Dini, 10(2), 101–108. https://doi.org/10.17509/cd.v10i2.19866
Illahibaccus-Sona, S. B. (2023). A Qualitative Phenomenological Investigation of Pre-university English as a Second Language Learners’ Experiences in Malaysia. Journal of English Language Teaching and Applied Linguistics, 5(2), 197–212. https://doi.org/10.32996/jeltal.2023.5.2.23
Lei, H., & Hu, A. (2020). Designing a Rich Numeracy Task in Early Childhood Mathematics Education: Teaching Addition in a Kindergarten in Macao. Studies in Social Science Research, 2(1), p1. https://doi.org/10.22158/sssr.v2n1p1
Lestari, E. (2022). Peran Extended-Nuclear Family terhadap Perkembangan Bahasa Anak Usia Dini. Indonesian Journal of Islamic Early Childhood Education, 7(2), 94–104. https://doi.org/10.51529/ijiece.v7i2.345
Lubis, M. S., & Siregar, T. J. (2023). The Effect of Realistic Mathematics Education (RME) Approach on Students’ Numeracy Literacy Ability. Numerical …, 3, 38–49. https://doi.org/10.31958/jies.v3i1.8654
Mawadah, E., Al Anwari, A. M., Kisno, K., & Sari, A. H. (2022). Upaya Mengembangkan Kemampuan Berhitung Melalui Permainan Tradisional Congklak Pada Anak Usia Dini di TK Raden Intan Gunung Pelindung. IJIGAEd: Indonesian Journal of Islamic Golden Age Education, 3(1), 13–23. https://doi.org/10.32332/ijigaed.v3i1.3825
McClelland, M. M., Acock, A. C., Piccinin, A., Rhea, S. A., & Stallings, M. C. (2013). Relations between preschool attention span-persistence and age 25 educational outcomes. Early Childhood Research Quarterly, 28(2), 314–324. https://doi.org/10.1016/j.ecresq.2012.07.008
Musdalifah, M., Antara, P. A., & Mutiara, M. (2016). Pengaruh Permainan Congklak Bali Terhadap Kemampuan Mengenal Konsep Bilangan Pada Anak Kelompok B Di RA Baitul Mutaallim Tegalinggah Tahun Ajaran 2015/2016. Journal Pendidikan Anak Usia Dini Undiksha, 4(2). https://doi.org/10.23887/paud.v4i2.7812
Nafiqoh, H., & Alam, S. K. (2024). Congklak : Permainan Tradisional dalam Meningkatkan Kemampuan Mengenal Angka 1-10 pada Anak Usia Dini. 7(2), 187–195.Jurnal Ceria, 7(2) https://journal.ikipsiliwangi.ac.id/index.php/ceria/article/view/21229
Qistina, N. I., & Khadijah, K. (2025). An Analysis of the Dhuha Prayer Program in Shaping Religious Character among 5–6-Year-Olds in Kindergarten. Indonesian Journal of Early Childhood Educational Research (IJECER), 4(1), 214. https://doi.org/10.31958/ijecer.v4i1.15283
Rafita, M., & Puspa Juwita, R. (2025). Developing a Local Wisdom-Based E-Book to Instill Moral Values in Kindergarten Children. Journal of Islamic Education Students (JIES), 5(1), 236. https://doi.org/10.31958/jies.v5i1.15212
Ridwanulloh, M. U., Wulandari, A. F., Fitriana, T. N., Muhammad, A., Yusal, Y., & Lestari, F. (2024). The Transition from Implementing the K-13 Curriculum to the Merdeka Belajar Curriculum in Elementary Schools. Journal of Islamic Education Students (JIES), 4(1), 51. https://doi.org/10.31958/jies.v4i1.11887
Rohali, A., & Sitorus, M. (2025). Enhancing Imagination Through Finger Painting Activities in 5-6 Year Olds. Journal of Islamic Education Students (JIES), 5(1), 1. https://doi.org/10.31958/jies.v5i1.14018
Rosdiani, A., & Warmansyah, J. (2021). Perancangan Game Edukasi Berhitung Berbasis Mobile Aplikasi Inventor. Journal of Science and Technology, 1(2), 198–206. https://doi.org/10.15548/jostech.v1i2.3103
Safitri, N. N. D., Iriyanto, T., & Anisa, N. (2023). Pengembangan Game Edukasi Berhitung (GESIT) untuk Menstimulasi Kemampuan Berhitung Permulaan Anak Usia 5-6 Tahun. Indonesian Journal of Early Childhood: Jurnal Dunia Anak Usia Dini, 5(2), 232–243. https://doi.org/10.35473/ijec.v5i1.2198
Santi, S., & Bachtiar, M. Y. (2020). Peningkatan Kemampuan Berhitung Anak Melalui Permainan Tradisional Congklak Di Taman Kanak-Kanak Yustikarini Kabupaten Bantaeng. TEMATIK: Jurnal Pemikiran Dan Penelitian Pendidikan Anak Usia Dini, 6(1), 21. https://doi.org/10.26858/tematik.v6i1.14436
Shiddiq, K. H., Palupi, W., & Dewi, N. K. (2021). Measurement Ability Profile For Children Aged 4-6 Years. Early Childhood Education and Development Journal, 31. https://doi.org/10.20961/ecedj.v3i1.51040
Smolucha, L., & Smolucha, F. (2021). Vygotsky’s theory in-play: early childhood education. Early Child Development and Care, 191(7–8), 1041–1055. https://doi.org/10.1080/03004430.2020.1843451
Sukremi, K., Agung, A. A. G., & Ambara, D. P. (2013). Penerapan Metode Drill Berbantuan Media Tangram Untuk Meningkatkan Perkembangan Kognitif Anak Kelompok B2 Di Tk Pradnya Paramita. Jurnal Pendidikan, 3(2), 1–10. https://doi.org/10.23887/paud.v1i1.1136
Susanti, D. (2018). Peningkatkan Kecerdasan Logika Matematika melalui Permainan Ular Tangga Kelompok B1 di PAUD Al-Fadillah Kota Bengkulu. Skripsi.
Tominey, S. L., & McClelland, M. M. (2011). Red light, purple light: Findings from a randomized trial using circle time games to improve behavioral self-regulation in preschool. Early Education and Development, 22(3), 489–519. https://doi.org/10.1080/10409289.2011.574258
Vygotsky, L. S. (1978). Mind and Society: The Development of Higher Psychological Processes. In Harvard University Press.
Warmansyah, J., Utami, T., Faridy, F., Syarfina, S., Marini, T., & Ashari, N. (2023). Perkembangan Kognitif Anak Usia Dini (A. Ulinnuha & Tarmizi (eds.)). Bumi Aksara. https://www.google.co.id/books/edition/Perkembangan_Kognitif_Anak_Usia_Dini/aYLeEAAAQBAJ?hl=id&gbpv=1
Warmansyah, J., Yuningsih, R., Sari, M., Halif, A., & Solin, S. S. (2023). Pelatihan Pembuatan Google Edu untuk Penilaian Kurikulum Merdeka di Satuan PAUD Kabupaten Tanah Datar. Kreasi: Jurnal Pengabdian Masyarakat, 3(2), 10–20. https://doi.org/10.51529/kjpm.v3i2.440
Warmansyah, J., Zalzabila, Z., Mudinillah, A., & Safna, A. (2023). Pengenalan Budaya Alam Minangkabau Terhadap Anak Sejak Usia Dini. In U. N. Malang (Ed.), Proceedings Series of Educational Studies Seminar Nasional Teknologi pembelajaran (SNASTEP) #3. https://doi.org/10.17977/um083.8553
Wikaningtyas, A., & Nasir, M. (2024). Pendekatan saintifik dalam pengembangan Kurikulum 2013 PAUD. Jurnal Warna: Pendidikan Dan Pembelajaran Anak Usia Dini, 9(1), 49–65. https://doi.org/10.24903/jw.v9i1.1476
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