APPLICATION OF ALPHABET AND NUMBERS USING THE CARD METHOD IN METHODICAL FOR FIRST GRADE STUDENTS OF SD METHODIST BATU IV, SIMALUNGUN
DOI:
https://doi.org/10.24114/jcrs.v9i1.68379Abstract
This study explores the implementation and efficacy of the card method in teaching alphabets and numbers to students in Methodist elementary schools. The card method, characterized by the use of visual and interactive learning tools, aims to increase student
engagement and improve learning outcomes in basic literacy and arithmetic. A quasi-experimental
design was used, involving two groups of first-graders: the experimental group, which was taught
using the card method, and the control group, which received traditional instruction. Data is
collected through pre and post-test, classroom observation, and student and teacher feedback. The
results showed that the experimental group showed a much higher advantage in alphabet
recognition and number understanding compared to the control group. Students who are taught by
the card method show greater enthusiasm and participation during the lesson, as observed by the
teacher. Additionally, this method has been found to be highly effective in accommodating diverse
learning styles, providing a multisensory learning experience that supports visual, auditory, and
kinesthetic learners. The study concludes that the card method is a valuable instructional tool in
early education, fostering an engaging and effective learning environment. Recommendations for
educators include integrating card-based activities into the curriculum to support basic literacy and
numeracy skills. Further research is suggested to explore the long-term impact of the card method
on academic achievement and its application in different educational settings.
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