PENERAPAN PERMAINAN BALOK ANGKA DALAM MENINGKATKAN KEMAMPUAN BERHITUNG ANAK KELOMPOK B2 DI RA AL-MUHAJIRIN KOTA PALU

Abstract

Introducing numbers in early childhood should involve concrete, active, and enjoyable experiences so that children do more than merely memorize number sequences. This study aimed to describe the implementation of number-block games and to examine changes in the numeracy skills of Group B2 children at Raudhatul Athfal (RA) Al-Muhajirin, Palu City. A qualitative descriptive field-research approach was employed. Data were collected through classroom observations, interviews with the principal, the classroom teacher, and the assistant teacher, and school documentation. The data were analyzed through repeated reading, reduction, structuring, and conclusion drawing, while credibility was strengthened by confirming information with participants and comparing evidence across sources. The findings indicate that teachers implemented the game by explaining the rules, demonstrating the blocks, introducing shapes and number symbols from 1 to 20, and allowing children to point, arrange, match, name, and count the blocks. The blocks made numerical concepts more concrete, helped children connect number symbols with quantities, and encouraged creativity and imagination. Observable changes included better concentration, faster responses to number symbols, greater confidence in answering, more accurate number naming, and improved logical and systematic thinking. The effectiveness reported in this study is qualitative and based on observation and interview data rather than statistical measurement. Number-block games can serve as an effective early-numeracy learning variation when teachers provide clear scaffolding, organize the activities progressively, and assess each child's development continuously.