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Improving the Concentration of Children Aged 3–4 Years Through Memory Games

Peningkatan Konsentrasi Anak Usia 3-4 Tahun Melalui Permainan Memory Game

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DOI:

https://doi.org/10.21070/ups.11612

Keywords:

concentration, memory game, early childhood education, classroom action research, cognitive development

Abstract

This study aimed to investigate of the memory game and avaluate its effectiveness in improving children’s concentration. A Classroom Action Research design based on the Kemmis and Mc Taggart model was employed, involving two cycles comprising planning, action, observation, and reflection. The participants were 12 children aged 3-4 years. Data were collected through observations, interviews, and documentation and analyzed using descriptive qualitative and simple quantitative techniques. The findings showed a consistent improvement in children’s concentration, with average achievement increasing from 33% in pre-scycle to 67% in Cycle I and 83% in Cycle II, surpassing the predetermined success criterion. These findings indicate that Memory Game-based learning effectively enhances children’s concentration by creating engaging, interactive, and developmentally appropriate learning experiences.

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2026-08-11

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