Pengaruh Media Gambar terhadap Kemampuan Mengenal Konsep Bilangan Anak Usia 3–4 Tahun di KB Mutiara Idaman Bangkalan

Penelitian ini bertujuan mengkaji dampak media gambar pada pemahaman konsep bilangan anak usia 3-4 tahun. Desain yang dipakai adalah eksperimen semu dengan bentuk nonequivalent control group. Subjek penelitian adalah 40 anak di KB Mutiara Idaman Bangkalan yang dibagi menjadi 2 kelompok, masing-masing 20 anak untuk kelompok eksperimen dan kontrol. Pengambilan data dilakukan menggunakan observasi dan tes. Untuk mengolah data menggunakan analiisis N-Gain serta Uji Independent Sample T-Test dengan bantuan SPSS 26. Temuan penelitian menunjukkan nilai Signifikansi sebesar 0.000 < 0.05 sehingga H0 ditolak. Kelompok eksperimen mengalami kenaikan skor 51.5% dengan N-Gain 0.79 pada kategori tinggi, sementara kelompok kontrol hanya naik 16.7% dengan N-Gain 0.25 kategori sedang. Berdasarkan hasil tersebut dapat disimpulkan bahwa media gambar berpengaruh signifikan terhadap pemahaman konsep bilangan anak usia 3-4 tahun.

=====================================================================================================

This study aimed to examine the effect of picture media on the understanding of number concepts among children aged 3–4 years. This study employed a quasi-experimental design using a nonequivalent control group design. The research subjects consisted of 40 children at KB Mutiara Idaman Bangkalan, who were divided into two groups, with 20 children each in the experimental and control groups. Data were collected through observation and tests. The data were analyzed using N-Gain analysis and an independent-samples t-test with SPSS version 26. The results showed a significance value of p < 0.001, indicating that H0 was rejected. The experimental group showed a 51.5% increase in scores, with an N-Gain of 0.79, categorized as high, while the control group showed an increase of only 16.7%, with an N-Gain of 0.25, categorized as moderate. Based on these results, it can be concluded that picture media had a significant effect on the understanding of number concepts among children aged 3–4 years.