Development of Video Learning Concept Counting on Kindergarten Students of Darma Medan Marindal

Abstract

The research problems are the lack of understanding of the concept of numbers, the relationship of the concept of numbers with the symbol of numbers, the concept of summing and subtraction of integers 1 to 10 of kindergarten students. One of the causes is the learning model and supporting media that corresponds to the level of concrete thinking has not been applied to the culture to support the purpose of learning. The purpose of the research was to develop a video of counting learning and to know the effectiveness of its use in kindergarten students of Karya Darma Medan Marindal. This type of research is research development of 4-D model that follows 4 stages of activities, namely the stage of defining (define), designing (design), developing (develop), and dissemination stage (disseminate). The theoretical validation stage involves 3 media and material experts and 5 students as the subject of a limited trial. The research sample consisted of 20 students of TK Karya Darma Medan Marindal who were randomly selected from 2 parallel classes with 45 students. The results showed that the theoretical validity value (V a) of the three media expert validators was 3.53 (valid category) and the material expert validator was 3.45 (valid category). Classical learning completion as an indicator of effectiveness based on the analysis of written test result data is 0.82 or in the complete category. Out of 20 students, it turns out that the absorption in the concept of numbers and symbols of numbers is 0.86 (medium), the concept indicator of summation is 0.81 (medium), and the subtraction indicator is 0.80 (medium). The findings suggest that; (1) the use of color on the object used in the video should not dominate the student's mind over the understanding of the concept of summing and subtraction of numbers, (2) the learning of the skills of writing number symbols is carried out in conjunction with the concept of numbers, (3). Problem views should be designed not to be too dense and relatively small, including questions that contain objects as a number display. Based on the results of the analysis, it was concluded that the video media of counting learning developed is valid and effectively used to pursue the concept of numbers and symbols of numbers, the concept of summation and the concept of subtraction at the kindergarten level.