Tujuan penelitian ini untuk mengetahui pengaruh strategi meaningful instructional design terhadap kemampuan mengenal konsep bilangan pada kelompok A di TK Anugerah Kamal. Penelelitian ini menggunakan pendekatan kuantitatif dengan menggunakan metode eksperimen dengan desain penelitian Pre-Eksperimental Desain (nondesigns) jenis one-group pre-test post-test. Subjek penelitian ini merupakan anak kelompok A di TK Anugerah Kamal sebanyak 22 anak. Teknik pengumpulan data melalui observasi dan dokumentasi. Dengan menggunakan analisis data uji t (T-Test). Hasil analisis data diperoleh nilai r = 0, 98, t_(tabel )? t_(hitung )yaitu -1,768 > -11,36 maka H_a diterima pada taraf signifikansi 5%. Analisis data tersebut menunjukkan Terdapat pengaruh yang signifikan antara meaningful instruntional design terhadap kemampuan mengenal konsep bilangan. Kata kunci : Meaningful Instructional Design, Konsep Bilangan, Pendidikan Anak Usia Dini.

The purpose of this study is to reveal the influence of meaningful instructional design toward the ability of acquainting concept of number. This research uses quantitative approach by using experiment method; the research design uses Pre-Experimental design (non design) which includes pre-test and post-test. Subject of this research is Group A of Anugerah Kamal Kindergarten about 22 students. Data collecting technique through the observation and documentation by using t data experiment analysis (T-Test). The result of data analysis is acquired value r = 0, 98, t_(table )?t_(count )which are -1,768 > -11,36, thus H_a is accepted on standard of significance between meaningful instructional design toward the ability of acquainting concept of number. Key words : Meaningful Instructional Design, concept of number, Early Childhood Education.

Baca Jurnal Baca Jurnal Baca Jurnal Baca Jurnal Baca Jurnal Baca Jurnal Baca Jurnal Baca Jurnal