The Effect of Number Painting Activities on the Cognitive Abilities of 4-5 Year Old Children
DOI:
https://doi.org/10.26877/paudia.v15i2.3602Keywords:
Cognitive Abilities, Number Drawing, Early Childhood, Creative Learning, Early Childhood EducationAbstract
The purpose of this study was to analyze the effect of number painting activities on the cognitive abilities of children aged four to five years at TK PGRI Tunas Harapan. This study applied a quantitative approach using a pre-experimental one-group pre-test and post-test design involving 15 children as research participants. The research instrument consisted of a cognitive ability assessment covering indicators of one-to-one correspondence, comparison, and number symbol recognition. Data collection was carried out through observation and the administration of pre-test and post-test assessments. The findings indicated an improvement in children’s cognitive abilities after participating in number painting activities. The average pre-test score increased from 56.33 to 85.67 on the post-test, with the N-Gain result classified within the moderate to high category. Statistical analysis also demonstrated a meaningful difference between pre-test and post-test results (p < 0.05). This study highlights the use of number painting activities as an art-based learning approach for children aged four to five years, a group that has received limited attention in previous studies. The findings suggest that number painting activities may support the development of children’s cognitive abilities and may be utilized as an alternative learning strategy in early childhood education.
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