The Development of Two-Dimensional Geometry Flashcard Media in Stimulating Children's Cognition

Intan Dewi Mariski, Shofiyanti Nur Zuama, Fitriana Fitriana, Yusdin Bin Mahmudin Gagaramusu

Abstract


Early childhood education frequently encounters obstacles in developing geometric understanding due to the abstract nature of shapes and a lack of contextual visual aids, as observed at Harapan Mulia Kindergarten. This study aims to develop innovative two-dimensional geometry flashcards and rigorously evaluate their feasibility, practicality, and effectiveness in stimulating children's cognitive abilities. Using a Research and Development (R&D) approach with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation), the study involved 15 children from Group B. Data were collected through expert validation instruments, observations, and geometry learning tests, which were then analyzed using a paired sample t-test to measure cognitive shifts. The result showed that expert validation from material and media specialists achieved a 92% "highly feasible" rating. Product trials with children yielded an 89% practicality score, falling into the "highly practical" category. Statistical analysis revealed a significant cognitive improvement, with mean scores rising drastically from 57.46 to 89.20 (p =.000 < 0.05). This success is attributed to the integration of the Concrete–Pictorial–Abstract (CPA) approach and high-contrast visual designs that enhance memory retention. The findings demonstrate that contextually designed flashcards serve as a vital instructional alternative for teachers to accelerate mathematical conceptualization and active engagement in early learners, providing a scalable model for foundational geometry education.

Keywords


Cognitive Development; Geometry Flashcards; Two-Dimensional Media

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DOI: https://doi.org/10.17509/ebj.v8i1.90097

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