The Relationship Between Repetition Frequency and Memorization Success in Kindergarten Children

Juliana Simangunsong

doi:10.54069/atthiflah.v12i2.648

Authors

Juliana Simangunsong Universitas Terbuka, Indonesia

DOI:

https://doi.org/10.54069/atthiflah.v12i2.648

Keywords:

Early Childhood; Memorization Success; Online Learning; Repetition Frequency

Abstract

This research is motivated by the challenges of distance education by implementing online learning using technology such as Zoom. The main challenge is the focus of early childhood, which is only about 15 minutes, making the delivery of memorization material troublesome. The main objective of this study is to determine and analyze the application of the repetition teaching strategy, on the success of memorizing memorized verses in Kindergarten (TK) children. The method used is Classroom Action Research (CAR) with 7 students as subjects at Amazing Grace Kindergarten, implemented for 9 weeks (July-September). Data collection was carried out through observation and oral tests, by varying the frequency of repetition of memorized verses (5 to 45 times). The results of the study showed a very strong positive correlation between the frequency of repetition and the success of memorization. Verses that were repeated 45 times achieved a 100% success rate, while verses that were repeated the least (5 times) resulted in the lowest success rate of 21.42%. The study concluded that the intensive repetition strategy is proven to be effective in improving memory and overcoming the limited focus of early childhood in the context of distance learning.

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