This research is based on the learning that tends to be teacher-centered. It aims: (1) to determine the effect of constructive game on the children’s ability to recognize the concept of numbers; (2) to determine the effect of children’s learning motivation (high and low) on the ability to recognize the concept of numbers; and (3) to find out the interaction between constructive game and children’s learning motivation towards the ability to recognize the concept of numbers; This research is a quasi-experimental study. The population of this study is students in classes A1, A2, A3, at Raudhatul Athfal Al-Fitrah, Binjai. The samples in this study are classes A1 and A2, consisted of 24 children for the experimental class taught by using the Beam Numbers and Snakes and Ladders Game and class A3 is control classes that consisted of 25 students. The results show that: (1) The average of children’s ability to recognize the concept of numbers who received learning Beams is 45.46. It is greater than that of children who received learning Snakes and Ladders game 35.63; (2) The children’s ability to recognize the concept of numbers with high learning motivation obtain the average of 48.26, while the ability to recognize the concept of numbers of children who have low motivation gets an average value 31.1; and (3) There is no interaction between constructive game and children’s learning motivation towards the ability to recognize the concept of numbers.
Keywords: Constructive Games, Learning Motivation, and Concepts of Number
