Teacher's Efforts to Develop Children's Fine Motor Skills using Tangram Media for Children Aged 4-5 Years at RA Insan Madani

Evi Wijiyanti; Leli Fertiliana Dea; Ferdian Utama

doi:10.51278/bec.v5i2.2523

Authors

Evi Wijiyanti Universitas Ma'arif Lampung, Indonesia
Leli Fertiliana Dea Universitas Ma'arif Lampung, Indonesia
Ferdian Utama Universitas Ma'arif Lampung, Indonesia

DOI:

https://doi.org/10.51278/bec.v5i2.2523

Keywords:

Teacher Efforts, Fine Motor Skills, Tangram Media

Abstract

This research is motivated by the importance of learning media in stimulating the development of early childhood, especially fine motor skills that influence daily skills. Tangram as an educational game media not only introduces geometric shapes, but also trains children's hand-eye coordination, imagination, and creativity. The results of a pre-survey at RA Insan Madani showed that most children aged 4-5 years have not yet developed optimally in fine motor skills, while the use of tangram is more focused on the cognitive aspect. Therefore, this study focuses on the role of teachers in developing children's fine motor skills through the application of tangram media in a more targeted manner. The purpose of this study was to determine the efforts of teachers to develop children's fine motor skills using tangram media in children aged 4-5 years at RA Insan Madani. This research is a qualitative descriptive study. Data collection methods are observation, interviews, documentation. While the data analysis techniques use reduction, display and drawing conclusions. Based on the results of the study, it can be concluded that the use of tangram media is proven effective, where children's fine motor skills develop from the category of starting to develop as expected to develop and even develop very well, so that this media can be used as an alternative learning that is fun and beneficial for early childhood. Teachers' efforts to develop fine motor skills in 4-5 year old children at RA Insan Madani through tangram media are carried out by introducing tangram pieces, providing examples of arranging simple shapes, and guiding children to arrange more complex patterns according to their creativity. Teachers not only act as instructors, but also as facilitators who accompany, motivate, and provide direction when children experience difficulties. Through these steps, children are stimulated to move their fingers in a coordinated manner, train concentration, and improve skills in drawing, sticking, and arranging shapes.

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