APPLICATION OF ALPHABET AND NUMBERS USING THE CARD METHOD IN METHODICAL FOR FIRST GRADE STUDENTS OF SD METHODIST BATU IV, SIMALUNGUN

Abstract

This study explores the implementation and efficacy of the card method in teaching alphabets and numbers to students in Methodist elementary schools. The card method, characterized by the use of visual and interactive learning tools, aims to increase student engagement and improve learning outcomes in basic literacy and arithmetic. A quasi-experimental design was used, involving two groups of first-graders: the experimental group, which was taught using the card method, and the control group, which received traditional instruction. Data is collected through pre and post-test, classroom observation, and student and teacher feedback. The results showed that the experimental group showed a much higher advantage in alphabet recognition and number understanding compared to the control group. Students who are taught by the card method show greater enthusiasm and participation during the lesson, as observed by the teacher. Additionally, this method has been found to be highly effective in accommodating diverse learning styles, providing a multisensory learning experience that supports visual, auditory, and kinesthetic learners. The study concludes that the card method is a valuable instructional tool in early education, fostering an engaging and effective learning environment. Recommendations for educators include integrating card-based activities into the curriculum to support basic literacy and numeracy skills. Further research is suggested to explore the long-term impact of the card method on academic achievement and its application in different educational settings.