Effect of Using Favorite Food Songs on Early Childhood Numeracy

Literacy

Yulsyofriend

, Mafardi

,Tia Novela

, Vivi Anggraini

and Adi Priyanto

Early Childhood Education, Universitas Negeri Padang, Prof Hamka Street, Padang, Indonesia

Indonesian Language and Literature Education, Universitas Muhammadiyah Sumatera Barat, Padang, Indonesia

Historycal Education, STKIP Abdi Pendidikan Payakumbuh, Prof M. Yamin Street, Payakumbuh, Indonesia

priyantoadi2993@gmail.com

Keywords: Favorite Food Songs, Numerical Literacy, Early Childhood.

Abstract: This study aims to determine the effect of the banana compote song on children's numerical literacy in Nurul

Hidayah Bukittinggi Kindergarten. This study involved 20 children as research objects, of which 10 belonged

to the experimental class and 10 to the control class. The research design was the pretest-posttest control

group. The collection used a scale to test the quality of the measuring instrument. It used the content validity

test with professional judgment to see reliability using SPSS 20.0 for window with the Alpha Crombach

technique. Hypothesis testing uses the statistical T-test technique with the help of SPSS 20.0 for the window,

which shows a significant level of 0.000. It shows that the banana compote song affects the numerical literacy

of kindergarten.

1 INTRODUCTION

This study aims to determine the effect of the banana

compote song on children's numerical literacy in

Nurul Hidayah Bukittinggi Kindergarten. This study

involved 20 children as research objects, of which 10

belonged to the experimental class and 10 to the

control class. The research design was the pretest-

posttest control group. The collection used a scale to

test the quality of the measuring instrument. It used

the content validity test with professional judgment to

see reliability using SPSS 20.0 for window with the

Alpha Crombach technique. Hypothesis testing uses

the statistical T-test technique with the help of SPSS

20.0 for the window, which shows a significant level

of 0.000. It shows that the banana compote song

affects the numerical literacy of kindergarten.

Manuscript effect on the numerical literacy of

kindergarten.

Early literacy and numeracy are two skills

that have developed from an early age and become

https://orcid.org/0009-0007-6743-2173

https://orcid.org/0009-0009-8007-4651

https://orcid.org/0009-0000-6522-7810

https://orcid.org/0009-0000-1799-8952

https://orcid.org/0009-0009-9433-3685

that important factors determining academic success

later. (Duncan et. a, 2007). The child demonstrates

basic abilities to think critically, creatively, and

collaboratively. Children can recognize and see the

relationship between patterns, symbols and data, and

can use it to solve everyday problems.

What are the Initial Numbers?

a) Numerical skills in early childhood are also

related to basic problem-solving skills and the

application of mathematics in everyday life.

b) Not just numeracy skills but also ways of

thinking about algebra, geometry,

measurement, data, and opportunity analysis.

c) Knowledge, skills, attitudes, and tendencies

that one needs to be able to use mathematics

in various situations.

d) Initial numeration refers to the basics of

reasoning mathematics acquired early.

358

Yulsyofriend, ., Mafardi, M., Novela, T., Anggraini, V. and Priyanto, A.

Effect of Using Favorite Food Songs on Early Childhood Numeracy Literacy.

DOI: 10.5220/0012201100003738

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 4th International Conference on Innovation in Education (ICoIE 4 2022) - Digital Era Education After the Pandemic, pages 358-361

ISBN: 978-989-758-669-9; ISSN: 2975-9676

Table 1: Initial Numbers.

Content Age 5 - 6 years

Algebra Sorting, Grouping, Pattern

Makin

, Solve The Proble

Number Compare, Order (First, second,

and third), Dividing material

among friends, Counting, One -

one relationshi

Geometry Geometry is more than naming

shapes. Geometry includes

understanding spatial, position,

and 2-dimensional- and 3-

dimensional relationshi

Measurement Understand the attributes of

objects - objects, Construct the

concept of non-standard

measurement, application of

numbers to measure, serialize

Data Analysis Collecting information,

Organizing information in simple

terms, Asking and answering

questions regarding the

information collected by the

anization

Early Numeracy Skills Matter:

a) Supporting children with a way of thinking

mathematically requires them to be actively

involved in the environment.

b) Provide a foothold for children to learn to

reason, connect ideas, and think logically.

c) Helping children observe, manage, and find

meaning in their environment.

This introduction to numerical literacy requires

active, creative, and fun learning activities. This

matter is done so that children in learning feel happy

and not saturated so that children's learning outcomes

can be as optimal as possible. Introduction to

numerical literacy is useful for improving thinking

and child creativity. In addition, through activity.

Knowing numerical literacy can also encourage

children to make great innovations. The child's

sensitivity is increased towards an object they see, so

the child can also differentiate and analyze (Pradana,

2016). To help children get to know numerical

literacy, media is needed. This matter is due to one of

the principles of early childhood learning through the

media. Appropriate media for early childhood,

especially in introducing numeric literacy, has a big

role. Son taught numerical literacy in abstract and

concrete forms so children easily understand and

understand it. Besides that, in the presence of

interesting media, children too have demonstrated

motivation feeling happy, aroused, and interested, so

encourage children to think positively about learning

to recognize numerical literacy. The ability to

recognize numerical literacy children will develop

according to the level of developmental achievements

contained in to develop the ability to recognize

numbers is used active learning media and fun for

children, namely media music.

Music is used as a medium of learning. Of

course, we must be able to make the learning

atmosphere fun and not boring. In this case, related

music with numbers. The use of music for children

will certainly have a positive impact on the process of

learning. It is because music is one way to stimulate

the mind so that the child can receive the material

well. Music will also stimulate the mind, improving

concentration, memory, cognitive, physiological

aspects, and emotional intelligence. Music will too

affect the child's feelings to affect the teaching and

learning process. The banana compote song is a

tutorial-themed song and ingredients for making

banana compote.

Based on the results of observations in the field, a

problem can be formulated, namely how music can

develop the ability to recognize numbers in group B

garden children. In this case, researchers and teachers

are looking for learning media, namely introducing

numbers and solving problems with the banana

compote song. So the goal to be achieved in this study

is to develop number recognition skills using music

media in group B kindergarten children.

2 METHODOLOGY

This research was conducted using a quantitative

approach. Which method used in this study is a quasi-

experimental design (pseudo-experiment). The use of

quasi-experimental design methods was carried out to

achieve the research objectives, i.e., increase the

ability to know numbers in Kindergarten Group B

children. The quasi-experimental design used in this

study was a non-equivalent pretest-posttest control

group design (Sugiyono, 2011). A description of the

flow of implementing the guidance program using

music media can be seen in the picture as follows.

Table 2: Desain Penelitian.

Information :

01: initial test (before being given treatment) on

the experimental group and control group

Effect of Using Favorite Food Songs on Early Childhood Numeracy Literacy

359

02: final test (after being given treatment) on the

experimental group and control group

X1: giving treatment using music media

X2: conventional treatment / without treatment

3 RESEARCH RESULTS AND

DISCUSSION

The results of research done on the control group,

after being given a pretest and then the control group

did conventional learning 6 times meeting and given

a posttest, can be seen from the results below.

Based on the t-test results, the results obtained

were t = 12.038 with a level significance of 0.000. It

shows that there is a significant difference between

the experimental group and the control group.

3.1 The Concept of Counting

In this activity, the teacher and children sing in which

there is a concept of counting. The initial stage of

counting in children is counting through

memorization or counting Crisp et al., (2016). The

teacher develops this ability through the activity of

singing the song kolak banana which already has a

number in the lyrics of the song. Calculate and work

with simple and complex numbers. According to

Softic (2016), Using rhymes or songs is a fun way to

learn numbers for children. Later the child will count

the number of ingredients to make the banana

compote in the song's lyrics. Arithmetic operations

include addition, subtraction, addition, and division.

The necessary understanding of the core and

relationships between numbers is well enough to see

the interrelationships between the operations. For

example, the problem of subtraction can be turned

into an addiction, as well as the problem of division

and addition Stenberg et al., (2019)

3.2 Solve the Problem

Problem solvers can be stimulated by exchanging

opinions, asking questions, or conversing with

children. Material can be in the form of imagination,

real events around the child, or games. The ability to

solve problems (problem-solving) is the ability of

students to use their thinking processes in solving

problems through gathering facts, analyzing

information, compiling various alternative solutions,

and choosing the most effective problem-solving.

Dahlia et al., (2013).

Indicators of problem-solving abilities in

kindergarten children include:

3.2.1 Using the kolak banana song, the ability to

observe, observe and understand something

can be seen in the lyrics of the children's

song can observe the lyrics and what

information is in the lyrics. (observation),

3.2.2 Ability to collect data and information

(collecting), The child collects data on the

lyrics of the banana compote, such as the

ingredients for making banana compote and

the amount of banana compote.

3.2.3 Ability to process information

(communicate), The child first processes

any information related to the banana

compote song.

3.2.4 My ability to communicate information. The

child begins to communicate what

information is contained in the banana

compote song and can ask questions and

answers with the teacher.

Kucina (2016) revealed that the ability to solve

problems in early childhood is the ability to use their

experience in formulating hypotheses, collecting

data, making decisions about hypotheses, and making

decisions about the information they get in the

scientific process.

4 CONCLUSION

Using rhymes or songs is a fun way to learn numbers

for kids. Later the child will count the number of

ingredients to make the banana compote in the song's

lyrics. Arithmetic operations include addition,

subtraction, addition, and division. The necessary

understanding of the core and relationships between

numbers is well enough to see the interrelationships

between the operations. Problem solvers can be

stimulated by exchanging opinions, asking questions,

or conversing with children. Material can be in the

form of imagination, real events around the child, or

games and song media. It proves that the song kolak

banana affects the numeric abilities of children aged

5-6 years.

REFERENCES

Crisp, G., Guàrdia, L., & Hillier, M. (2016). Using e-

Assessment to enhance student learning and evidence

learning outcomes. International Journal of

Educational Technology in Higher Education, 13(1),

16–18. https://doi.org/10.1186/s41239-016-0020-3

ICoIE 4 2022 - The Fourth International Conference on Innovation in Education

360

Dahlia, L., Thamrin, M., & Ali, M. (2013). Kemampuan

Berbicara Menggunakan Bahasa Indonesia Anak Usia

5-6 Tahun Tk Keranjik. Jurnal Pendidikan Dan

Pembelajaran Untan, 2(9), 1–18.

Gil-Jaurena, I., & Kucina Softic, S. (2016). Aligning

learning outcomes and assessment methods: a web tool

for e-learning courses. International Journal of

Educational Technology in Higher Education, 13(1).

https://doi.org/10.1186/s41239-016-0016-z

Stenberg, J, R., & Sternberg, K. (2019). Pengantar

Linguistik. Cipta Prima Nusantara Semarang, CV, 118.

http://lib.unnes.ac.id/39139/1/Pengantar Linguistik.pdf

Effect of Using Favorite Food Songs on Early Childhood Numeracy Literacy

361