Article Sidebar

Submitted
4 August 2025
Accepted
18 December 2025
Published
30 December 2025
Download
pdf
Statistic
Read Counter : 5 Download : 3

Main Article Content

Abstract

Recognizing number symbols in early childhood is challenging because their abstract nature does not align with the child's concrete thinking stage. Conventional methods, such as flashcards, have proven less effective because they rely solely on memorization. This study aims to test the influence of Media Puzzle Mix and Match Multiple Number Representation on children's ability to recognize number symbols in the 5-6-year age range. This research method uses a quasi-experiment with a pretest-posttest control group design involving 16 children at Al-Ikhsan Kindergarten. The experimental group consisted of 8 children using a puzzle media with six number representations, while the control group consisted of 8 children using conventional flashcards. Results: Data analysis showed a significant increase (p < 0.05) in the experimental group, with an average increase of 22.25% compared with the control group, which was only 5.75%. The conclusion of the Media Puzzle Mix-and-Match Multiple Number Representation is efficacious in improving the ability to recognize number symbols through a multisensory approach aligned with constructivist and dual-coding theories.

Keywords

Media Mix and Match Puzzle Multiple Number Representation Initial Numeracy Multisensory Media Number Symbol Recognition

Article Details

License

Copyright (c) 1970 Nur Fitriani Sapitri, Sitti Nurhidayah Ilyas, Hajerah, Hasbi

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
How to Cite
Sapitri, N. F., Ilyas, S. N., Hajerah, & Hasbi. (2025). The Effect of Media Mix and Match Puzzle Multiple Number Representation on the Ability to Recognize Number Symbols in Early Childhood. JURNAL PENA PAUD, 6(2), 283–293. https://doi.org/10.33369/jpp.v6i2.44027
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Afif, N., Firdaus, F., Nurbaiyana, N., & Aswati, N. (2022). Media puzzle angka sebagai alternatif untuk menstimulasi perkembangan kognitif dalam menghitung dan mengenal angka pada anak di sentra wirajaya makassar. Devote: Jurnal Pengabdian Masyarakat Global, 1(2), 32–36. https://doi.org/10.55681/devote.v1i2.335
  2. Amri, N. A., Amalia, I., & Marup, M. (2022). Meningkatkan kemampuan mengenal lambang bilangan melalui kegiatan bermain angka bergambar. Jurnal Panrita.
  3. Ansari, D. (2025). The importance of numerical symbols for the development of mathematical skills. MedUNAB, 27(3), 262–267. https://doi.org/10.29375/01237047.5393
  4. Ballacci, G. (2024). Konstruktivisme, demokrasi dan representasi simbolik: Sebuah perspektif formal/stilistis. Representation, 60(1), 17–34.
  5. Bautista, A., Habib, M., Ong, R., Eng, A., & Bull, R. (2019). Multiple Representations in Preschool Numeracy: Teaching a Lesson on More-or-Less. Pacific Early Childhood Education Research Association, 13(2), 95–122. https://doi.org/10.17206/apjrece.2019.13.2.95
  6. Bayaga, A., & Nzuza, P. (2022). Examining Challenges Associated with Numerical Cognition in Early Years Challenges Associated with Numerical Cognition in Early Years. International Journal of Research in STEM Education.
  7. Cannon, B. J., & Rossiter, A. (2022). Mengurai teka-teki kapal induk Jepang: Memanfaatkan nilai simbolik kapal induk. Asian Security, 18(1), 20–37.
  8. Daryati, M. (2025). The Effectiveness of Interactive Learning Media in Improving Early Childhood Numeracy Skills. JURNAL PENA PAUD, 6(1), 1–13. https://doi.org/10.33369/jpp.v6i1.41166
  9. d’Errico, F. (2017). Dari pemahaman angka ke simbol angka: Perspektif arkeologi. . Philosophical Transactions of the Royal Society B: Biological Sciences, 373(1740).
  10. E. Ranzato, A. Tolmie, & J. Herwegen. (2020). Perceptual subitizing and conceptual subitizing in Williams syndrome and Down syndrome: Insights from eye movements. . Research in Developmental Disabilities.
  11. Eka Daryati, M., & Sadiana, M. (2025). The Influence of Cooking Activities on the Introduction of Healthy Food for Early Childhood Education. HealthSmart: Jurnal Kesehatan Masyarakat, 1(1), 14–26. https://doi.org/10.64146/1js56e90
  12. Fadillah, & Suryadi, D. (2025). The Relationship Between Parenting Patterns and Balanced Nutritional Intake with Nutritional Status of Young Children. HealthSmart: Jurnal Kesehatan Masyarakat, 1(1), 52–65. https://doi.org/10.64146/7g6t1b06
  13. Fanari, C. M. (2023). Prediktor simbolik dan non-simbolik dalam tugas garis bilangan pada anak TK Italia. Frontiers in Psychology.
  14. Hajerah. (2018). Pembuatan Media Pembelajaran Dengan Menggunakan Bahan Bekas pada Guru TK di Kabupaten Maros. . Prosiding Seminar Nasional Lembaga Pengabdian Kepada Masyarakat Universitas Negeri Makassar , 680–683.
  15. Ilyas, S. N., & Lismayani, A. (2023). Implementation of Differentiated Learning at TK Islam Plus E-School. . Journal of Education and Learning, Vation, 3(4), 586–591.
  16. Irwansyah, I. (2023). Pengembangan media pembelajaran puzzle angka untuk siswa disleksia sekolah dasar: Penelitian subjek tunggal. Jurnal Didaktik Matematika, 10(2), 170–186.
  17. Johansson, M. (2013). Afasia – kesepian eksistensial: Studi tentang kehilangan dunia simbol. . International Journal of Qualitative Studies on Health and Well-Being, 8(1).
  18. Lee, G. T. (2021). Mengatur aktivitas bermain dengan benda yang hilang untuk meningkatkan permainan simbolik substitusi pada anak dengan autisme. Disability and Rehabilitation, 43(22), 3199–3211.
  19. Lombard, A., Huyghe, R., & Gygax, P. (2024). Morphological productivity and neological intuition. Glossa Psycholinguistics, 3(1). https://doi.org/10.5070/G60111291
  20. Moller, A. (2019). Teka-teki transparansi dan bagaimana menyelesaikannya. Philosophy & Social Criticism, 45(4–5), 482–500.
  21. Nur, I. R. D., Herman, T., & Dahlan, T. H. (2022). Numeracy Literacy in Early Childhood: An Investigation in Arithmetic, Geometry and Patterns in Early Stage. .
  22. Sokolowski, H. M. (2022). Simbol angka diproses lebih otomatis daripada besaran numerik non-simbolik: Temuan dari tugas Stroop simbolik-non-simbolik. Acta Psychologica, 228(103644).
  23. Sriastuti, L., & Masing, M. (2022). Application of jean piaget’s cognitive learning theory in early childhood education.
  24. Sweatman, M. B. (2024). Representasi kalender dan waktu di Gobekli Tepe dan Karahan Tepe mendukung interpretasi astronomis simbolismenya. Time Adn Mind, 17(3–4), 191–247.
  25. Taukeni, S. G. (2019). Providing remedial support to primary school learners within their zone of proximal development. . South African Journal of Childhood Education.
  26. Widayani, S. (2023). Upaya Meningkatkan Kemampuan Mengenal Konsep Lambang Bilangan Melalui Media Puzzle Lambang Bilangan Pada Anak. Jurnal Edu Talenta, 2(1), 55–67. https://doi.org/10.56129/jet.v2i1.34