STRATEGI MENINGKATKAN PEMBELAJARAN MATEMATIKA AWAL ANAK USIA DINI DI PAUD
Main Article Content
Abstract
Penelitian ini bertujuan untuk mengeksplorasi strategi yang efektif dalam meningkatkan pembelajaran matematika awal pada anak usia dini di PAUD. Isu utama yang dihadapi dalam pembelajaran matematika di usia dini adalah rendahnya minat dan pemahaman anak terhadap konsep dasar matematika, yang disebabkan oleh pendekatan pengajaran yang kurang interaktif dan menyenangkan. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus di beberapa PAUD di kota besar. Data dikumpulkan melalui observasi kelas, wawancara dengan guru, dan analisis dokumen pembelajaran. Hasil penelitian menunjukkan bahwa strategi yang melibatkan penggunaan alat peraga, permainan edukatif, dan pendekatan pembelajaran kontekstual secara signifikan meningkatkan minat dan pemahaman anak terhadap matematika. Diskusi dari temuan ini menyoroti pentingnya keterlibatan aktif anak dalam proses pembelajaran dan perlunya guru untuk terus berinovasi dalam metode pengajaran. Kesimpulannya, penggunaan strategi yang interaktif dan menyenangkan sangat efektif dalam meningkatkan kualitas pembelajaran matematika awal di PAUD, yang pada gilirannya dapat memberikan fondasi yang kuat bagi perkembangan kemampuan matematika anak di masa depan.
Downloads
Article Details
![Creative Commons License](http://i.creativecommons.org/l/by-sa/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
Akman, B., & Güven, G. (2016). The effectiveness of number sense instruction in early childhood education. European Early Childhood Education Research Journal, 24(1), 105-122. https://doi.org/10.1080/1350293X.2014.987792
Anders, Y., Rossbach, H. G., & Weinert, S. (2013). Preschool teachers' sensitivity to mathematics in children's play and learning. Journal of Research in Childhood Education, 27(4), 413-429. https://doi.org/10.1080/02568543.2013.818542
Blevins-Knabe, B., & Musun-Miller, L. (2016). Math talk in preschool classrooms. Journal of Early Childhood Research, 14(1), 79-90. https://doi.org/10.1177/1476718X14552873
Clements, D. H., & Sarama, J. (2011). Early childhood mathematics intervention. Science, 333(6045), 968-970. https://doi.org/10.1126/science.1204537
Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., ... & Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428-1446. https://doi.org/10.1037/0012-1649.43.6.1428
Elliott, L., & Bachman, H. J. (2018). How do parents foster young children's math skills? Child-rearing practices and early math achievement. Journal of Early Childhood Research, 16(1), 36-47. https://doi.org/10.1177/1476718X17750275
Geary, D. C. (2013). Early foundations for mathematics learning and their relations to learning disabilities. Current Directions in Psychological Science, 22(1), 23-27. https://doi.org/10.1177/0963721412469398
Ginsburg, H. P., Lee, J. S., & Boyd, J. S. (2008). Mathematics education for young children: What it is and how to promote it. Social Policy Report, 22(1), 3-22. https://doi.org/10.1002/j.2379-3988.2008.tb00054.x
Jordan, N. C., Kaplan, D., Ramineni, C., & Locuniak, M. N. (2009). Early math matters: Kindergarten number competence and later mathematics outcomes. Developmental Psychology, 45(3), 850-867. https://doi.org/10.1037/a0014939
Klibanoff, R. S., Levine, S. C., Huttenlocher, J., Vasilyeva, M., & Hedges, L. V. (2006). Preschool children's mathematical knowledge: The effect of teacher “math talk.” Developmental Psychology, 42(1), 59-69. https://doi.org/10.1037/0012-1649.42.1.59
Lerkkanen, M. K., Salminen, J., Poskiparta, E., & Nurmi, J. E. (2012). Does training in self-regulation skills improve the academic performance of children? The Journal of Educational Research, 105(3), 237-251. https://doi.org/10.1080/00220671.2011.602373
Sarama, J., & Clements, D. H. (2009). Early childhood mathematics education research: Learning trajectories for young children. Routledge.
Siegler, R. S., & Ramani, G. B. (2009). Playing linear number board games—but not circular ones—improves low-income preschoolers' numerical understanding. Journal of Educational Psychology, 101(3), 545-560. https://doi.org/10.1037/a0014239
Starkey, P., & Klein, A. (2008). Sociocultural influences on young children's mathematical knowledge. Developmental Science, 11(5), 653-660. https://doi.org/10.1111/j.1467-7687.2008.00714.x
Verdine, B. N., Irwin, C. M., Golinkoff, R. M., & Hirsh-Pasek, K. (2014). Contributions of executive function and spatial skills to preschool mathematics achievement. Journal of Experimental Child Psychology, 126, 37-51. https://doi.org/10.1016/j.jecp.2014.02.012