Pengaruh Aplikasi Pattern Play Terhadap Kemampuan Mengenal Pola Anak Usia 5-6 Tahun di TK Negeri pembina 3 Kota Pekanbaru

Abstract

Pattern recognition is an important component of cognitive development and early mathematics in young children. Preliminary findings at TK Negeri Pembina 3 in Pekanbaru City indicated that children experienced difficulties in sequencing, completing, and creating patterns based on shapes and colors. This study aimed to determine the effect of the Pattern Play application on the pattern-recognition skills of children aged 5–6 years. A quantitative approach was employed using a pre-experimental one-group pretest–posttest design involving 17 children. Data were collected through assessments using children’s worksheets administered before and after the intervention. The intervention involved using the Pattern Play application over four sessions from August 11 to 14, 2026. Data were analyzed using descriptive statistics, the Shapiro–Wilk test, the Wilcoxon Signed-Rank Test, and the N-Gain score. The mean score increased from 3.65 in the pretest to 10.18 in the posttest. Following the intervention, 14 children (82.35%) were classified as Very Well Developed, while 3 children (17.65%) were classified as Developing as Expected. The Wilcoxon test yielded a W-value of 0.00 and a p-value of < 0.001, with a rank-biserial correlation effect size of -1.00. The N-Gain score was 77.46%, categorized as high. These findings indicate a significant difference in children’s pattern-recognition skills before and after using the Pattern Play application. However, because the study did not include a control group, the findings should be interpreted in light of the limitations of the research design.