Enhancing Early Number Concept Comprehension Through the Traditional Game of Congklak: A Classroom Action Research

Abstract

Early mathematical competence, specifically understanding number concepts, provides a crucial cognitive foundation for future academic success. However, young children frequently experience challenges in linking concrete quantities with abstract numerical symbols. This study investigated the implementation of the traditional Indonesian game Congklak as a concrete, game-based learning intervention to enhance number concept comprehension among early childhood learners. Utilizing a Classroom Action Research (CAR) design following the Kemmis and McTaggart model, the study was conducted over two iterative cycles involving 10 children aged 5–6 years (Group B) at RA Al-Huda. Data were gathered through structured observational rubrics assessing five numeracy indicators, teacher facilitation checklists, field notes, and instructional documentation. Quantitative analysis demonstrated a significant improvement in children's average number concept mastery, increasing from 73% (Starting to Develop) in Cycle I to 83% (Developing as Expected) in Cycle II. The most pronounced gains occurred in counting seeds (quantities 10–20) and comparing relative quantities (more vs. less). The findings confirm that integrating traditional concrete games into early childhood curricula offers an effective, culturally relevant pedagogical strategy for developing foundational numeracy.