PENGARUH PERMAINAN TEKSTIL SENSORIK TERHADAP KEMAMPUAN MATEMATIKA AWAL ANAK USIA 5-6 TAHUN DI TAMAN KANAK-KANAK ANGKASA LANUD PADANG

This study aimed to examine the effect of sensory textile play on the early mathematics skills of children aged 5-6 years at Angkasa Lanud Padang Kindergarten. A quantitative approach with a quasi-experimental method and a Nonequivalent Control Group Design was employed. The sample consisted of 24 children, including 12 children in the experimental group and 12 children in the control group. Data were collected through observation using an early mathematics skills assessment sheet covering five indicators: recognizing numerals, counting objects, classifying objects, comparing quantities, and ordering numerals. The experimental group received three sessions of sensory textile play, while the control group participated in conventional learning activities. The results showed that the experimental group's mean score increased from 20.17 at pretest to 32.25 at posttest, whereas the control group's mean score increased from 16.83 to 21.67. The independent-samples t-test revealed a statistically significant difference in posttest scores between the two groups ((t=-7.255); (p<0.001)). These findings indicate that sensory textile play has the potential to serve as an alternative learning medium to support early mathematics skills in young children. However, the initial difference in scores between the groups should be considered when interpreting the findings. Sensory textile play may provide concrete learning experiences through sensory exploration and object manipulation, allowing children to engage in various early mathematics activities. The strength of sensory textile play lies in learning through touch, observation, and the direct manipulation of objects, allowing children to grasp mathematical concepts via engaging, concrete experiences that are well-suited to their developmental stage. Keywords: Early Childhood, Early Mathematics Skills, Sensory Textile Play