Improving Number Concept Understanding in 4–5-Year-Old Children Through Dice Game Activities at RA Riyadlus Shalihin

Peningkatan Pemahaman Konsep Bilangan melalui Permainan Dadu pada Anak Usia 4-5 Tahun di RA Riyadlus Shalihin

Abstract

This study aims to improve children’s understanding of number concepts through dice-based learning activities at RA Riyadlus Shalihin. Preliminary observations showed that most children could recite number sequences but had difficulty linking number symbols with corresponding quantities. The research used a Classroom Action Research design conducted in two cycles consisting of planning, implementation, observation, and reflection. The participants were 26 children aged 4–5 years from Group A. Data were collected through observation, performance assessment, interviews, and documentation. The findings indicated a significant improvement in number concept understanding across cycles. Learning completeness increased from 15.4% in the pre-cycle to 42.3% in Cycle I and reached 80.8% in Cycle II. Dice-based activities supported counting skills, symbol recognition, and quantity association. The play-based approach enhanced children’s engagement, participation, and learning motivation. These results demonstrate that dice games provide meaningful and developmentally appropriate learning experiences for early childhood mathematics learning contexts in classroom practice.