Analisis Media Tusuk Geometri dalam Mengembangkan Kemampuan Berpikir Simbolik Anak di KB Aisyiyah 16 Surabaya

Kemampuan berpikir simbolik merupakan fondasi penting bagi anak usia dini dalam memahami konsep abstrak, seperti bentuk, warna, pola, dan lambang. Salah satu media yang dapat menstimulasi kemampuan tersebut adalah media tusuk geometri. Meskipun telah digunakan dalam pembelajaran di KB Aisyiyah 16 Surabaya, pemanfaatannya dalam mengembangkan kemampuan berpikir simbolik belum pernah dianalisis secara mendalam. Penelitian ini bertujuan menganalisis penggunaan media tusuk geometri, mendeskripsikan perkembangan kemampuan berpikir simbolik anak usia 3–4 tahun, serta mengidentifikasi faktor-faktor yang memengaruhinya. Penelitian menggunakan pendekatan kualitatif deskriptif dengan subjek anak, guru, dan kepala sekolah. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis menggunakan model Miles dan Huberman dengan triangulasi teknik dan sumber untuk menjamin keabsahan data. Hasil penelitian menunjukkan bahwa penggunaan media tusuk geometri dilaksanakan melalui tahap perencanaan, pelaksanaan, dan evaluasi. Anak menunjukkan perkembangan dalam mengenal bentuk geometri, mengelompokkan warna, menyusun pola sederhana, serta menghubungkan benda konkret dengan simbol. Perkembangan tersebut didukung oleh penggunaan media, stimulasi guru, lingkungan belajar yang kondusif, dan karakteristik perkembangan anak. Penelitian ini menyimpulkan bahwa media tusuk geometri memberikan stimulasi bermakna dalam menjembatani pemahaman anak dari objek konkret menuju konsep simbolik.

==========================================================================================

Symbolic thinking ability is a fundamental aspect of early childhood development that enables children to understand abstract concepts such as shapes, colors, patterns, and symbols. One instructional medium that can stimulate this ability is geometry stick media. Although this medium has been implemented in learning activities at KB Aisyiyah 16 Surabaya, its role in developing children's symbolic thinking ability has not been comprehensively analyzed. This study aimed to analyze the use of geometry stick media, describe the development of symbolic thinking abilities among children aged 3–4 years, and identify the factors influencing their development. This research employed a descriptive qualitative approach involving children, teachers, and the principal as research participants. Data were collected through observation, interviews, and documentation, and analyzed using the Miles and Huberman interactive model, while data validity was ensured through technique and source triangulation. The findings revealed that the implementation of geometry stick media consisted of three stages: planning, implementation, and evaluation. The children demonstrated progress in recognizing geometric shapes, classifying colors, arranging simple patterns, and associating concrete objects with symbolic representations. This development was supported by the use of instructional media, teacher stimulation, a conducive learning environment, and the children's developmental characteristics. The study concludes that geometry stick media provides meaningful stimulation in bridging children's understanding from concrete objects to symbolic concepts.