IMPROVING UNDERSTANDING OF GEOMETRY CONCEPTS THROUGH COOPERATIVE LEARNING WITH ORIGAMI PAPER MEDIA IN GROUP A CHILDREN IN RA MIFTAHUL ULUM CURAH KERIS KALIPANG PASURUAN

Abstrak

Education is a conscious and planned effort to create a learning atmosphere and learning process so that students actively develop their potential to have religious spiritual strength, self-control, personality, intelligence, noble character and skills needed by themselves, society, nation and country. Lestari K.W. explained that “Introducing geometric shapes in early childhood is the ability of children to recognize, point, name and collect objects around them based on geometric shapes”. Based on the phenomena found in RA Miftahul Ulum Bulk Keris Kalipang, it is known that children’s understanding of geometric shapes is still not optimal. The first indication is that in introducing geometric shapes, the teacher prefers the example on the blackboard without ever using origami paper. Second, the average child is still confused when mentioning various geometric shapes, namely the shape of a rectangle, triangle, circle, and other shapes. Third, the average child is still not able to make a geometric shape precisely because the shape made is not fully in accordance with the shape it should be 2. The results showed that the continuous improvement of children’s abilities from every meeting in cycle I and cycle II which was attended by 15 child (100%). In the first cycle of 15 students who showed very good development (BSB) at the 1st meeting was 14%, and at the 2^nd meeting was 20%, Developing according to expectations (BSH) at the 1st meeting was 6% and at the 2^nd meeting, 14% Beginning to Develop (MB) at the 1^st meeting by 20%, and at the 2^nd meeting by 26%, and Undeveloped (BB) at the 1^st meeting by 60%, and at the second meeting by 40%.

In the second cycle, there was a very good increase, from 15 students who showed very good development (BSB) at the 1^st meeting by 26%, and at the 2^nd meeting 34%, Developing according to expectations (BSH) at the second meeting. 1 was 20% and at the 2^nd meeting was 26% , Started Developing (MB) at the 1^st meeting was 34%, and at the 2^nd meeting was 34%, and Not Developed (BB) at the 1^st meeting was 20 %, and at the second meeting it was 6%.