Sari, Fitra Eka (2010) MENINGKATKAN KEMAMPUAN BERHITUNG ANAK PRASEKOLAH MELALUI PERMAINAN KONSTRUKTIF. Other thesis, University of Muhammadiyah Malang.
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Numeracy is one of the important basic skills for preschool children, because the arithmetic usedchildren in their daily living, other than that numeracy is one of the basic skills needed to prepare the child to the next educational kejenjang namely Elementary School. Therefore many parents and kindergarten teachers provide a variety of learning methods to count preschool children with the hope that his students master math skills. But sometimes the method given is not in accordance with preschoolers learning methods. Teaching methods appropriate for preschool children is through games, one game is constructive. When children play games constructive use concrete objects as symbols that are available to help him understand the concepts of abstract mathematics, such as the concept of summation, subtraction and count And most important when playing a constructive child unwittingly been learning to count with a pleasant atmosphere. Based on these descriptions, the author is interested in conducting research with the title "Improving the Ability to Count Children Preschool Through Constructive Games", to know how the increase in child preschool counting skills through constructive play. This research used the experimental method experimental design with pretestposttest control group design. The data collection was obtained from the provision of treatment and provision of constructive game measuring instruments (tests numeracy). Data analysis was done by testing differences in / ttest to determine the influence to play a constructive method of improving numeracy skills before and after treatment. Results from this study can be found that playing a constructive influence on math skills of preschoolers, in other words, constructive games can improve math skills of preschoolers. This is indicated by counting the upgrading of the experimental group received treatment from the pretest constructive game (27.71) increased to (30.14) on the posttest. For the control group who did not receive treatment did not occur constructive play a very significant improvement.
|Item Type:||Thesis (Other)|
|Subjects:||H Social Sciences > H Social Sciences (General)|
|Divisions:||Faculty of Psychology > Department of Psychology|
|Depositing User:||Rayi Tegar Pamungkas|
|Date Deposited:||27 Mar 2012 03:15|
|Last Modified:||27 Mar 2012 03:15|
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