Jarimatika Implementation in Early Childhood

Abstract

Jarimatika is often considered unable to be used in early childhood education because many teachers think that it is too early to be introduced. This article tries to analyze the implementation of Jarimatika in early childhood. The research method used is qualitative with a focus on a case study. Data were collected through observations at the Early Childhood Education Institute in Serang, Indonesia, who have used fingers as learning media in introducing initial arithmetic and conducting interviews with the principal, two class teachers, and four students' parents. After the data have been collected, they were analyzed using grounded theory which includes initial coding and focused coding. The post-developmentalist view is used as a theoretical framework. The results of the analysis of survey data and interviews revealed that two class teachers showed a positive impact on children's ability to count quickly. From the conclusions above, recommendations are given to early childhood institutions to better study the application of the Jarimatika method, as well as the readiness of the teacher in teaching Jarimatika to all children with their uniqueness. Thus, further research needs to conduct research on children who have special needs so that every individual is accommodated.

Design Prototype of Simple Jarimatic Visualization Application Model, Attracting, Motivating Early Children to Learn and Grow

“…The application of the kindergarten curriculum is not as strict as the curriculum at the primary and secondary education level medium (Rini and Margorini, 2020). There is still a lot of room that can be used to realize quality early childhood education (Yuliana, 2019;Rueangprathum and Witosurapot, 2019).…”