Improving Numeracy Literacy Through the Dakon Game Among 5- to 6-Year-Old Children at Assalam Early Childhood Education Center

Abstract

This classroom action research aimed to improve numeracy literacy among children aged 5–6 years through the use of dakon media at PAUD Assalam, Bengkulu City. The study was motivated by children’s limited ability to group and solve simple problems, compare and count, understand spatial relationships and positions, construct non-standard measurement concepts, and collect information and respond to numeracy-related questions. The research was implemented in two cycles, each consisting of planning, action, observation, and reflection. The participants were 20 children aged 5–6 years. Data were collected mainly through structured observation and analyzed using qualitative-descriptive and quantitative percentage analysis. The results showed a progressive improvement in children’s numeracy literacy. In Cycle I, the achievement percentage reached 57.25%, categorized as Developing as Expected (BSH). Following instructional improvements and more intensive guidance in Cycle II, the achievement increased to 80%, categorized as Developing Very Well (BSB). The increase of 22.75 percentage points indicates that the success criterion was achieved. Dakon provided a concrete and enjoyable play-based context in which children practiced counting, comparing quantities, recognizing numerical concepts, and solving simple numeracy tasks.