The Application of the Arithmetic Bowling Method on Children's Cognitive Abilities

The cognitive abilities of early childhood, particularly in recognizing numbers, counting, and performing simple addition, are still not optimally developed when conventional methods dominate learning and meaningful play activities are lacking. Therefore, this study aims to determine the effectiveness of applying the Arithmetic Bowling play method in developing the cognitive abilities of 5-6 year-old children at TKIT Baitusshalihin Banda Aceh. This study used a quantitative approach with a one–group pretest–posttest design involving 20 children as research subjects. The instrument used was a cognitive ability observation sheet that included indicators of number recognition, color pattern arrangement, counting objects, and simple addition. The data were analyzed using descriptive statistics and an inferential test, a Paired Sample t-Test. The results showed a significant increase in children's cognitive abilities after applying the Arithmetic Bowling method, as indicated by a pretest total score of 241, which increased to 313 on the posttest, yielding an average increase of 3.6 points. The t-test yielded a p-value of 0.000 (<0.05), indicating that the Arithmetic Bowling method had a significant effect on the development of children's cognitive abilities. These findings imply that integrating interactive, concrete, and contextual educational games can be an effective learning strategy for early childhood educators to support children's cognitive development in line with the Merdeka Curriculum.