Exploring The Use Of Number Card Media For Strengthening Whole Number Concepts In Elementary School Mathematics
DOI:
https://doi.org/10.58988/almubtadi.v4i1.1177Keywords:
Number Card Media, Manipulative Learning Media, Whole Number Concepts, Whole Numbers, Qualitative StudyAbstract
Understanding whole number concepts is a fundamental prerequisite for developing mathematical reasoning and numeracy skills in elementary education. However, many students continue to experience difficulties in understanding place value, number ordering, number patterns, and basic arithmetic operations because these concepts are often presented in an abstract manner. This study aimed to explore the use of number card media for strengthening students' understanding of whole number concepts in elementary school mathematics. A qualitative descriptive approach was employed at MI Tarbiyatul Athfal involving two purposively selected elementary school students. Data were collected through classroom observations, semi-structured interviews, documentation, and numeracy tasks, and were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings suggest that number card media provided meaningful manipulative learning experiences that supported students in understanding place value, ordering whole numbers, identifying odd number patterns, representing hundreds, tens, and ones, and performing simple subtraction operations. The activities also encouraged active participation and engagement during mathematics learning. Rather than demonstrating instructional effectiveness, this study provides an in-depth description of how number card media can facilitate students' conceptual construction of whole number concepts through concrete learning experiences. The study contributes to the existing literature by offering qualitative evidence on classroom implementation of manipulative media and highlighting their potential to support concept-oriented mathematics instruction in elementary schools.
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