THE EFFECT OF STICK MATH INTELLIGENCE GAMES ON THE ABILITY TO RECOGNIZE NUMBER CONCEPTS IN CHILDREN AGED 4-5 YEARS AT RA NURUL IHSAN

Abstract

This study aimed to examine the effect of the Mathematical Intelligence Stick game on improving number concept recognition among children aged 4–5 years at RA Nurul Ihsan. A quantitative quasi-experimental design was employed, involving 30 participants divided into experimental and control groups. The experimental group received learning through the Mathematical Intelligence Stick, while the control group followed conventional instruction using number cards. Data were collected through observation, pre-tests, and post-tests, then analyzed using descriptive statistics and the Wilcoxon Signed Rank Test. Results indicated a significant improvement in the experimental group (p = 0.001), with 86.7% of participants achieving higher developmental levels in number recognition. The game fostered active engagement, motivation, and understanding by transforming abstract numerical ideas into concrete, playful experiences. Discussion of the findings highlighted the relevance of Piaget’s constructivist and Vygotskian sociocultural frameworks, showing that manipulatives and guided play effectively support early cognitive and social development. The study provides empirical validation for integrating play-based, manipulative learning media into early numeracy instruction, offering practical implications for teachers and curriculum developers. Overall, the Mathematical Intelligence Stick demonstrates strong potential as an effective pedagogical tool for fostering mathematical understanding, engagement, and holistic growth in early childhood education.