Optimizing the Use of Building Blocks to Improve the Mathematical Skills of 5- to 6-Year-Old Children Through Lego Duplo Play

Abstract

This study aims to describe efforts to optimize the use of building blocks (Lego Duplo) in improving the numeracy skills of 5–6-year-old children at Aisyiyah 1 Kindergarten in Bima City, while also analyzing the development of these skills and identifying supporting and inhibiting factors. This study employed a mixed-methods design with a qualitative focus through a classroom-based intervention case study, utilizing data collection techniques such as observation, interviews, documentation, and a numeracy skills rubric, all analyzed descriptively. The results indicate that the intervention was optimized through three structured phases: planning which included developing lesson plans and 10 play scenarios; implementation progressing from an exploratory phase to the gradual integration of numeracy content; and formative and summative evaluations. The use of Lego Duplo demonstrated a significant improvement in children’s practical numeracy skills, as evidenced by progress in number recognition (1–10), understanding of number concepts, and the ability to perform simple arithmetic operations. Supporting factors in this study included high levels of children’s enthusiasm, support from teachers and the school principal, the suitability of the educational medium’s characteristics, and the variety of games used. Meanwhile, the limiting factors include time constraints, differences in children’s learning speeds, limited resources, and teachers’ prior experience. Overall, this study confirms that Lego Duplo has the potential to serve as a contextual, interactive, and enjoyable medium for teaching numeracy to young children.