Abstract
One of the obstacles that researchers encountered in PPT Mawar 01 is the lack of understanding of the child's cognitive to recognize geometric shapes and distinguish similar size. Researcher overcome this problem through the geometry beam game as it can be one attractive alternative as a learning medium. Result of the research using ClassAction Research indicates a gradual improvement in children's ability to recognize geometric shapes. Increased ability to know the geometric shapes seen on the indicator of the ability to know, understand, and apply the geometric shapes in play. Before the given action, the value of the average grade of 33%. After giving the action through learning by applying beam game in Cycle I value the class average increased to 60% and in Cycle II class average value increased by 87% to reach the 75% indicator of success. Its showed that learning with games beam geometry of color can enhance early childhood cognitive development on material familiar geometric shapes.
 Keywords: geometry beam, medium of learning, cognitive development
Highlights
One of the obstacles that researchers encountered in PPT Mawar 01 is the lack of understanding of the child's cognitive to recognize geometric shapes and distinguish similar size
Researcher overcome this problem through the geometry beam game as it can be one attractive alternative as a learning medium
Result of the research using ClassAction Research indicates a gradual improvement in children's ability to recognize geometric shapes
Summary
Salah satu kendala yang ditemukan peneliti di PPT Mawar 01 adalah kurangnya pemahaman kognitif anak dalam mengenal bentuk geometri dan membedakan ukuran yang sejenis.Untuk mengatasi hal tersebut peneliti berusaha memberikan pembelajaranmelalui media balok geometri yang dapat menjadi salah satu alternatif menarik sebagai media pembelajaran.Hasil penelitian dengan menggunakan metode Penelitian Tindakan Kelas (PTK) menunjukkan adanya peningkatan secara bertahap pada kemampuan anak dalam mengenal bentuk geometri.Peningkatan kemampuan mengenal bentuk geometri terlihat dari indikator kemampuan mengetahui, memahami, dan menerapkan bentuk geometri dalam bermain.Sebelum diberikan tindakan, nilai rata-rata kelas sebesar 33%. Setelahpemberian tindakan melalui pembelajaran dengan menerapkan permainan balok pada Siklus I nilai rata-ratakelas meningkat menjadi 60% dan pada Siklus II nilai rata-rata kelas semakin meningkat hingga 87% sehingga mencapai angka indikator keberhasilan yakni 75%. Hal ini menunjukkan bahwapembelajaran dengan menggunakan permainan balok geometri warna dapat meningkatkan perkembangan kognitif anak usia dini pada materi mengenal bentuk-bentuk geometri
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