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This study aims to determine the effect of using number puzzle media on the ability to recognize number symbols in early childhood at Kihajar Dewantoro VI Kindergarten. The background of this study is based on the importance of concrete and interesting media in supporting early mathematics learning, especially the introduction of number symbols in children aged 4–5 years. The study used a quantitative method with a quasi-experimental design through a comparison between conventional learning and learning using number puzzle media. Data were collected through observations of aspects of the ability to recognize number symbols and match numbers. The results showed that the average ability of children in conventional learning only reached a score of 6, while learning using number puzzle media increased significantly to a score of 13.1. These findings indicate that number puzzles can make children more focused, enthusiastic, and easier to understand number symbols in a concrete and meaningful way. Thus, number puzzle media is proven to be effective in improving the ability to recognize number symbols in early childhood and can be used as an alternative mathematics learning media in PAUD.

This study has two main objectives, namely (1) to identify various difficulties experienced by students in reading activities in class III of MI Al-Barokah, and (2) to analyze the application of puzzle media as an alternative solution to overcome these difficulties. The research approach used is qualitative with a case study method. Data collection was carried out through observation, interviews, and documentation of teaching and learning activities. Data analysis followed the Miles and Huberman model, which includes the stages of data collection, data presentation, and conclusion drawing. The results showed that third-grade students at MI Al-Barokah still faced various obstacles in reading, including spelling letters one by one, needing the teacher's help when pronouncing words, difficulty distinguishing certain letters, often repeating words or sentences, and not being able to read fluently overall. The use of puzzle media proved to be effective in helping teachers overcome these problems. The use of this media was also able to increase student activity, foster a spirit of learning, and foster their interest in reading activities in the third grade at MI Al-Barokah.

This study aims to describe the use of the Crossword Puzzle Game Application (TTS) as a learning medium to increase students' involvement and understanding in the learning process. The rapid development of technology demands educational innovation, and gamification, especially in the form of mobile TTS game applications, offers attractive and accessible solutions. Using qualitative research methods with a phenomenological approach, data was collected through in-depth interviews, observations, and document analysis from selected groups of students and teachers who had used the application. The results of the study show that this application effectively increases the motivation, activeness, and vocabulary memory of students. In addition, TTS games provide challenges that spark curiosity and encourage collaboration between learners while solving puzzles. The app also provides a fun, interactive, and adaptive learning environment to individual learning needs, moving away from traditional methods that tend to be monotonous. This study concludes that the TTS Game Application is a very effective, interesting, and relevant educational tool for modern learners and has the potential to be applied to a wide range of subjects.

This study aims to examine the role of interactive play in early childhood language development in Sipolu-polu Village, Panyabungan District. Interactive games are a fun and educational approach that supports children's language skills, particularly vocabulary acquisition, sentence structure, storytelling ability, and two-way communication. This research employed a qualitative descriptive method using observation, interviews, and documentation techniques. The subjects were children aged 4–6 years involved in interactive play activities within non-formal education settings and their home environments. The findings show that interactive games, such as role-playing, picture puzzles, and educational digital games, have a positive impact on children's language development. Children became more verbally active, followed instructions better, and could express ideas and stories in a more structured manner. Therefore, interactive games are proven to play a significant role as an effective learning medium in developing early childhood language skills in the community of Sipolu-polu Village.

Language skills are important skills that must be possessed by students of Madrasah Ibtidaiyah (MI) to support the learning process and daily life. However, in practice, there are still many students who have difficulty in developing language skills, such as in vocabulary, reading, and writing. One solution that can be applied is the use of interesting learning media, such as word puzzles. This study aims to examine how the implementation of word puzzle media can improve students' language skills at MI. The method used in this study is a literature review, by examining various sources and previous research results related to the use of word puzzles in language learning. The results of the study show that word puzzles can help increase interest in learning, enrich vocabulary, and train students' reading and writing skills in a fun way. In addition, word puzzles also encourage students to think critically and actively in the learning process. Thus, the use of word puzzles as a language learning medium at MI is highly recommended to improve students' language skills effectively.  

prevalent Intrapersonal intelligence is a person's ability to understand himself. Intrapersonal intelligence can be developed through puzzle play. Puzzle is a game consisting of pieces of one 2 particular image. intrapersonal intelligence that is developed through playing puzzles, namely the ability to be responsible and the ability to obey the rules. The formulation of the problem in this study is whether children's intrapersonal intelligence can develop through puzzle-playing activities at the RA Annajamissa’adah. The purpose of this study was to determine the development of intrapersonal intelligence of children through playing puzzles in the RA Annajamissa’adah. The research approach used is a qualitative approach using the experimental method. The subjects of this study were 5 children aged 4-5 years, all of whom were male. Data collection techniques used were the initial observation (pretest) and final observation (posttest). The initial observation is carried out before the treatment is given using a media puzzle and the final observation is carried out after the treatment is given. The results of the study showed that 4 out of 5 people were capable of being responsible, and the ability to obey the rules reached a value of 3 out of 4 values, namely with the statement of DAE (Developing According to Expectations). Thus the intrapersonal intelligence of children. aged 4-5 years in the RA Annajamissa’adah Regency can develop through puzzle play.

This study aims to examine how interactive number puzzle media can improve logical mathematical intelligence in early childhood. Using a literature review method, this study analyzed various scientific publications related to interactive media, number puzzles, and the development of logical mathematical intelligence. The results of the study indicate that logical mathematical intelligence, which includes the ability to count, understand patterns, and think systematically, can be optimized during the golden age (0-6 years) through the use of interactive number puzzles. This media provides a fun learning experience according to the principle of learning while playing, developing not only the ability to count but also the ability to think logically, understand patterns, categorize, and solve problems. Although effective, the use of this interactive media requires parental supervision and the ability of educators to operate the media properly. It can be concluded that interactive number puzzles are an effective learning strategy to foster logical mathematical intelligence in early childhood.

This article aims to provide an explanation of creative methods for inclusive education, especially for students at the Sukoharjo State Special Elementary School who prioritize motor skills and the ability to interact with other people. Data was collected through interviews and observations, and qualitative methods were used to compile this article. Literature review is the basis of process analysis. The findings from this study indicate that educators have the potential to enhance the utilization of educational resources, objectives, tools, techniques, assessments, and learning atmospheres through the implementation of innovative teaching methods. Diverse instructional approaches, ranging from remedial and deductive to inductive and heuristic techniques, can be employed to accommodate elementary-level students with special needs. Collaborative learning, behavior modification, and other methods are also beneficial. Moreover, it is suggested that teachers explore alternative learning aids like puzzles to cater to the unique needs of these students.

This research aims to determine the development of fine motor skills in children aged 3-4 years through the activity of compiling geometric puzzles at Kbit Al-Ishlah, Gorontalo City. This research is classroom action research at KBIT Al-Ishlah. The subjects in this study were 9 children, consisting of 5 boys and 4 girls aged 3-4 years at Kbit Al-Ishlah Gorontalo.  The data collection technique used qualitative description techniques. The results of this study showed that there was an increase in the fine motor skills of children aged 3-4 years through the activity of putting together puzzles. It can be explained that fine motor skills in children at KBIT Al-Ishlah are the child's ability to use the fingers of the right and left hand in the activity of compiling geometric puzzles, 5 out of 9 children or 75% of children are able to develop as expected, 2 children 10% of children The ability is starting to develop, while 1 child 5% is at the ability not yet developed. Most of the children show good mastery of fine motor skills as measured through the activity of putting together geometric puzzles, although there is still one child who needs more attention.