Stimulating Early Childhood Numeracy through a Modified Sunda Manda Game: A Classroom Action Research

Marfungatin Mutoharoh; Separina Nazwa Putri Rianto; Ainun Maulid Nabilla

doi:10.52802/warna.v10i1.1662

Marfungatin Mutoharoh UNUGHA Cilacap
Separina Nazwa Putri Rianto Universitas Nahdlatul Ulama Al Ghazali Cilacap
Ainun Maulid Nabilla Universitas Nahdlatul Ulama Al Ghazali Cilacap

DOI: https://doi.org/10.52802/warna.v10i1.1662

Keywords: numeracy, early childhood, traditional games, Sunda Manda, classroom action research

Abstract

Background: Numeracy is a foundation for later learning, yet early numeracy is often taught through verbal drills and worksheets that leave young children unenthusiastic.

Methods: Classroom action research (Kemmis and McTaggart) was conducted in two cycles with 15 children aged 5–6 years at RA Al-Hidayah, Kroya, Cilacap, using a five-indicator numeracy checklist and interviews.

Results: Class numeracy achievement rose from 28.9% in the pre-cycle to 56.4% in Cycle I and 82.6% in Cycle II, and children became more active and confident in counting independently.

Novelty: The study modifies the traditional Sunda Manda game with numbers, colours, and pictures integrated into Merdeka Curriculum themes, combining embodied movement and numeracy tasks in a culturally familiar format.

Conclusion: Modified Sunda Manda is a low-cost, culturally relevant alternative for stimulating early numeracy.

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