







































 

  
 
  

EDUCATIO : Journal Of Education 
Volume 8 , Number 3, November 2023 

 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 

 

 

The Development of Magic Geometry Game for Fine Fotor Skills with the 
Addie Model 

 
 

Hermawati, Atiqoh, Suhari 
Postgraduate School Educational Technology Study PGRI Adi Buana University, Surabaya 

hermawatik1970@gmail.com, atiqoh@unipasby.ac.id, suhari@unipasby.ac.id 
 

Accepted: 
August 14th 2023 

Reviewed: 
Sept 18th 2023 

Published: 
Nov 30th 2023 

 
Abstract 
The aim of this research is to develop an innovative Magic Geometry game for Group A 
Kindergarten students at Kemala Bhayangkari 75 Lamongan, with the purpose of enhancing 
children's fine motor skills as an alternative to conventional fine motor activities that have shown 
suboptimal results. The development of the Magic Geometry Game media involved an analysis 
of trial data to refine the game. Aspects such as appearance, usefulness, effectiveness, 
attractiveness, resilience, and student understanding were evaluated. This assessment was carried 
out by media experts, media design experts, content/material experts, and through trials 
conducted with peers, small, and large classes. The validation process conducted by media and 
material experts found the game media to be valid and very valid, with validation percentages of 
89.0% and 92%, respectively. The due diligence by colleagues and tests in small and large classes 
indicated that the game media was feasible, with percentages of 92.8%, 84.3%, and 81.8%, 
respectively. It is recommended that educators utilize the Magic Geometry game media in their 
teaching practices. Furthermore, schools should offer training and coaching support to facilitate 
its effective implementation, aligning with the learning objectives and addressing the needs of 
both students and the school as a whole. 
 
Keywords: Magical Geometry and Fine Motoric Games, Kindergarten students 
 
Introduction 

Early childhood, according to Law Number 20 of 2003 concerning the National Education 
System are children from birth to the age of six. Various studies have concluded that the 
development obtained at an early age greatly influences the development of children in the next 
period. Psychologists refer to early childhood as the golden age or golden age. At this time is the 
most appropriate time to provide stimulation to provide stimulation to all aspects of child 
development (Loeziana, 2017).1 

Through early childhood education, children are expected to be able to develop all their 
potential, including: moral, physical-motor, cognitive, language, social-emotional and artistic 
religious values, so that they become children who have straight faith in accordance with the 
teachings of their religion, have good behavior. expected behavior, master a number of basic 
knowledge and skills in accordance with their needs and level of development, and have 
motivation and a positive learning attitude (Ariyanti, 2018).2 

According to Sujarwo and Widi (2015), the development of physical motor skills in 

 
1 Loeziana, U. 2017. The Golden Age: Masa Efektif Merancang Kualitas Anak. Core Journal : Pusat Jurnal UIN 

Ar-Rainiry 
2 Ariyanti, A. 2018. Pentingnya Pendidikan Anak Usia Dini Bagi Tumbuh Kembang Anak. CORE Journal : 

Universitas Muhammadiyah Purwokerto. 

mailto:hermawatik1970@gmail.com
mailto:atiqoh@unipasby.ac.id


 

  
 
  

Volume 8, Number 3,  November 2023| 342 

 

  

kindergarten is divided into two, namely, gross motor and fine motor. Gross motor skills are 
abilities that require the coordination of most of the child's body that require energy because 
they are carried out by large muscles. Examples of activities are jumping, climbing, running, and 
riding a bicycle. Fine motor is movement that only involves body parts and is carried out by 
small muscles but requires careful eye and hand coordination. Examples of activities are cutting, 
coloring, drawing and sewing.3 

Education for children can be organized through Kindergartens. Educational services 
provided in the form of fun activities. This is intended as a form of stimulation of growth and 
development. It is hoped that this form of learning while playing can stimulate all development 
optimally. Children's motor skills can be realized through activities that develop motor skills. 
According to Santrok (2007), children aged 0-7 years learn through motor sensory and in the 
pre-operational phase. In the early development period around the age of 0-2 years it is still 
internal and the child's abilities are still very limited. Children's sensorimotor intelligence 
develops through interaction with the environment. This is a continuous process so that in the 
end the motor sensory interactions and experiences become meaningful. As we get older, the 
nervous system in individuals will become more complex and develop into reflective actions to 
self-awareness in capturing an object. 

Stimulus that is given continuously to children will grow the child's ability to use fine motor 
skills more and more. If the child's fine motor skills are continuously trained according to the 
stages, the nerves and muscles will become stronger. Activities that develop fine motor skills 
include squeezing, drawing, squeezing, cutting and other similar activities. This ability should 
always be honed and trained continuously because this will affect coordinated movement skills 
such as combing hair, practicing folding your own clothes, playing handball and so on. This 
movement will involve coordinating motion between body parts and smooth muscles in the 
fingers (Sujarwo and Widi, 2015). 

Students in group A Kindergarten Kemala Bhayangkari 75 Lamongan in implementing fine 
motor activities so far by giving assignments, for example, coloring, cutting, squeezing, squeezing 
the results of which are not optimal, therefore a variety of activities is needed. So the researchers 
chose an alternative using magic geometry activities to develop students' fine motor skills. 

Play activities are in great demand by every early childhood and this can be seen from most of 
the time children spend playing and this indirectly has a significant influence on children's 
development. This is in accordance with the theory put forward by Montolalu that the effect of 
play on children's development can affect physical development, encouragement of 
communication, distribution of pent-up emotional energy, distribution of needs and desires, 
learning resources, stimulation for creativity, development of self-knowledge, social learning, 
moral standards. , learning to play according to gender roles, developing desired personality traits 
(Hayati, 2021)4 

Playing is a means for children to learn about the environment and is the most important and 
basic need for children, especially for early childhood, through playing children can fulfill all 
aspects of cognitive, affective, social, emotional, motor and language development needs (Hayati 
and Putro, 2021 ). Playing has an important value for the physical, cognitive, language and social 
development of children, playing is also useful for triggering creativity, educating the brain, 
overcoming conflict, training empathy, sharpening the five senses, therapy and making 
discoveries. Game is something used for play or (a toy) which is generally used for entertainment 

 
3 Sujarwo.,  Widi, C. P. 2015. Kemampuan Motorik Kasar dan Halus. Jurnal Pendidikan Jasmani Indonesia. Vol.11 

No.02 
 
4 Hayati, S. N., Putro, K., Z. 2021. Bermain dan Permainan Anak Usia Dini. Generasi Emas. Jurnal Pendidikan 

Islam Anak Usia Dinii. Vol. 4 No.1. 

 



 

  
 
  

Volume 8, Number 3,  November 2023| 343 

 

  

and sometimes as an educational tool. 
Play media is a tool that can be used by children to increase the effectiveness of a game. 

Therefore, a game media is needed that is able to improve the fine motor skills of group A 
kindergarten students. With this media, students are expected to be able to develop their fine 
motor skills. This development research is about the idea of how to develop magic geometry 
games to improve students' fine motor skills in a direct way in their learning experiences.  

 
 

Method 
Product Development 
In this study the authors used Research and Development (R&D) research. According to 
Sugiyono (2009:407) the R&D method is a research method used to produce certain products, 
and test the effectiveness of these products. These products are not always in the form of objects 
or hardware, such as books, stationery, and other learning tools. However, it can also be in the 
form of software (software).5 
The development model used in this research is the development of learning media with the 
ADDIE model. ADDIE stands for Analysis, Design, Development or Production, 
Implementation or Delivery and Evaluations developed by Dick and Carry. This model can be 
used for various forms of product development such as models, learning strategies, learning 
methods, media and teaching materials. (Mulyatiningsih, 2013:199-200).6 

  
 

 
Product Stages 

ADDIE is a model that is often referred to as an approach or approach. The ADDIE 
learning system design model is seen as a generic model because it consists of components that 
are widely used in many learning system design models. The steps for implementing the ADDIE 
learning design model are as follows: 

Analysis phase, which is a process of defining what students will learn. So to find out or 
determine what to learn, we must carry out several activities, including conducting a need 
assessment (needs analysis), identifying problems (needs), and conducting task analysis (task 
analysis). Therefore the resulting output is in the form of profiles or characteristics of 
prospective students, identification of gaps, identification of needs, and detailed task analysis 
based on needs. After being analyzed, it is necessary to analyze the feasibility of developing the 
learning media. The analysis process, for example, is carried out by answering the following 

 
5 Sugiyono. 2009. Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta 
6 Mulyatiningsih, E. 2013. Metode Penelitian Terapan Bidang Pendidikan. Bandung: Alfabeta. 

 



 

  
 
  

Volume 8, Number 3,  November 2023| 344 

 

  

questions: What competencies should students have. At this stage it is necessary to score several 
points, including: 1) Predetermined learning objectives; and 2) Learning achievement. Thus this 
stage can be used as a reference for developing material. 

1. Stages of Design (Design), namely stages that include several plans for the development 
of materials, including the following: 

a. Preparation of material in contextual learning by examining core competencies and basic 
competencies to determine learning materials based on concepts, facts, and learning 
time allocation procedures, indicators and student assessment instruments; 

b. Designing learning scenarios or teaching and learning activities with a learning approach; 
c. Selection of material competence; 
d. Initial planning of learning devices based on subject competencies; And 
e. Designing learning materials and learning evaluation tools with a learning approach. 

2. Stages of Development (Development), this stage includes the preparation of material in 
products in the field of education, including learning materials for students, learning 
media to facilitate the teaching and learning process. 

3. Implementation stage (Implemantation), which is the step to implement the learning 
system that has been made. This means that at this stage everything that has been 
developed is arranged in such a way according to its role or function so that it can be 
implemented in learning. For example, if you need certain media, it must be designed in 
such a way. Only then is it implemented according to the initial scenario or design. The 
main objective of the implementation stage is to guide students to achieve learning 
objectives, to produce competency outputs in the form of knowledge, skills and attitudes. 

4. Evaluation Phase, is a process to see whether the learning system being built is 
successful, according to initial expectations or not. Actually this evaluation stage can 
occur in the four stages above. The evaluation that occurs at each of the above stages is 
called formative evaluation, because the purpose is for revision. For example, at the 
design stage, it may require some form of formative evaluation, for example expert 
comments to provide input on designs that have already been made. At the development 
stage, it may be necessary to try out the product being developed or may need a small 
group evaluation. 

 
Product Test 

1. Test Plan 
a. The resulting product is tested in full including the following stages: 
b. Review content/subject matter experts to obtain data in the form of assessments of 

opinions and suggestions on product content; 
c. The review of learning media design experts aims to obtain data in the form of an 

assessment of the feasibility of the product being developed; 
d. Peer trials aim to find out the benefits of using products in learning at school for revision 

or improvement of media products; And 
e. Small group and large group trials on students aim to find out if students understand the 

product and as an assessment of whether the teaching materials or media need to be 
revised or not to achieve the perfection of the media. 
 

2. Test Subjects 
a. The test subjects in the development of this teaching material consist of: 
b. Subject experts consisting of material content experts, media design experts, learning 

who have competence in their fields; 
c. Peer trials consisting of several colleagues (teachers) preferably experienced in their 

fields; 



 

  
 
  

Volume 8, Number 3,  November 2023| 345 

 

  

d. Small group trials were conducted on some students in group A1 TK Kemala 
Bhayangkari 75 Lamongan, totaling 15 people; And 

e. The large group trial was conducted on students in groups A1 and A2 of Kindergarten 
Kemala Bhayangkari 75 Lamongan, totaling 30 people. 

 
Types of Data and Instruments 

a. Data Type 
The type of data in this development uses data that includes: 

1) The accuracy of the contents of the learning material contained in the magic 
geometry game media is determined from the review and responses of 
content/material experts; 

2) The accuracy and beauty of the design on the magic geometry game media is 
determined from the reviews and responses of learning media design experts; 

3) The attractiveness of the magic geometry game media to attract students' 
learning interest in learning obtained from the results of trials on the target 
group; And 

4) Technology and design of magic geometry game media messages to achieve 
learning objectives. 

b. Data Collection Instruments 
To obtain the expected data so that product development can be said to be ideal, 

instruments are used in the form of: 
1) Documentation 
Documentation in the form of data obtained from the results of the development of the 

magic geometry game media was carried out when the respondents/students carried out learning 
activities using the media, where this data aims to determine the effectiveness and attractiveness 
of the product development of the magic geometry game media. 

2) Questionnaire or Questionnaire 
The form of the questionnaire is designed to obtain the result data which is used to 

obtain information from the respondents. The trial implementation using a questionnaire was 
carried out to determine the accuracy, clarity of workmanship and the communicativeness of the 
language used and not to forget the beauty of the design, the accuracy of the contents of the 
learning materials, as well as the accuracy of the design of the media message from the product 
being developed. Collection instruments are useful for obtaining the data needed according to 
research objectives. The research instrument was in the form of suggestions and comments and 
questionnaires. Questionnaires are a number of written questions that are used to obtain 
information from respondents in the sense of reports about themselves or about things that are 
known (Arikunto, 2016: 151). 

The contents of the questionnaire include the assessment form for experts and also the 
assessment form used for students. 

The following describes the feasibility score of the magic geometry game media 
instrument using the Likert scale 

 
Likert Scale Instrument Score 

Skor Information 

1 Very less 

2 Not enough 

3 Enough 

4 Good 

5 Very good 



 

  
 
  

Volume 8, Number 3,  November 2023| 346 

 

  

 
Data analysis technique 
With a Likert scale, the variables to be measured are translated into variable indicators 

which are used as a starting point for compiling instrument items. The answer to each 
instrument item is given a score. The highest score for each question is 5 and the lowest is 1 
(very good = 5; good = 4; sufficient = 3; poor = 2; and very poor = 1). 

The formula used to calculate the percentage of each subject is: 
Percentage = ∑ (answer x weight of each choice) x 100% 
                                         n x highest weight 
Information: 
∑ = amount 
n = the total number of questionnaire items 
To be able to provide meaning and make decisions whether or not revisions to product 

development are necessary, the following provisions are used: 
 
Convert Level of Achievement to Scale 

Level of Achievement Qualification Description 

90% - 100% Very good No need for revision 

75% - 89% Good No need to revise 

65% - 74% Enough Revised 

55% - 64% Not enough Revised 

0% - 54% Very less Revised 

(Sujoko, 2010:72)  
 
Result and Discussion 

The product made in this study is magic geometry learning media, namely media that can 
be used: 1) to provide educational stimulation that helps the growth and development of early 
childhood, especially fine motor skills. 2). To help children to innovate so that all abilities they 
have can be actualized. 3). Can encourage children to have a desire to learn without any coercion 
so that children feel learning while playing and playing while learning. 

Procedure Results 
The development of Magic Geometry Learning Media refers to the ADDIE development 

model. The following is the result of the development procedure using the ADDIE model. With 
various stages: 

 
1. Media Expert 
Media Expert Questionnaire Assessment Results 

Material Attraction Components Score 

1 Interesting Material for Games 1 2 3 4 √ 

2 The attractiveness of the Display of Media Auxiliary Tools 1 2 3 4 √ 

3 The Interests of Doll Display 1 2 3 4 √ 

4 
The attractiveness of the color combination of game media 
supporting material 

1 2 √ 4 5 

5 
The attractiveness of the geometric appearance is in 
accordance with the material 

1 2 3 √ 5 

6 The attractiveness of geometric colors matches the material 1 2 3 4 √ 

7 Placement of illustrations, pictures, and colors 1 2 3 4 √ 

8 Appearance and use of fonts and their sizes are appropriate 1 2 3 4 √ 



 

  
 
  

Volume 8, Number 3,  November 2023| 347 

 

  

and attractive so as to generate interest 

9 Interesting Material for Games 1 2 3 √ 5 

1
0 

The attractiveness of the Display of Media Auxiliary Tools 1 2 3 4 √ 

Game Material Utilization Components Score 

1 
The material for the Magic Geometry game can be used as a 
group 

1 2 3 4 √ 

2 
The material for the Magic Geometry game is relevant to the 
development of kindergarten children, especially group A 

1 2 3 4 √ 

3 
The Magic Geometry game is in accordance with the 
demands of the curriculum 

1 2 3 4 √ 

4 
The material is clear and fit for purpose and the Benefits of 
Magic Geometry Games are clear 

1 2 3 √ 5 

5 
The material referred to in Magic Geometry Game is easy to 
understand 

1 2 3 √ 5 

Material Conformity Components and Games Score 

1 The material in the game can be according to existing needs 1 2 3 √ 5 

2 Game material can be adapted to existing conditions 1 2 3 √ 5 

3 Game material supports games that can be done outdoors 1 2 3 √ 5 

4 Game materials support the game can be done indoors 1 2 3 √ 5 

5 
The game material supports the durability of game media 
products 

1 2 3 √ 5 

  
Recap of the Media Expert Assessment Results 

N
o 

Assessment Indicator Score 

A
. 

Game Material Appearance Component Appearance 
 

1 Interesting material for games for children 5 

2 The attractiveness of the Display of Media Auxiliary Tools 5 

3 The Interests of Doll Display 5 

4 The attractiveness of the color combination of game media supporting material 3 

5 The attractiveness of the geometric appearance is in accordance with the material 4 

6 The attractiveness of geometric colors matches the material 5 

7 Placement of illustrations, pictures, and colors 5 

8 Appearance and use of fonts and their sizes are appropriate and attractive so as to 
generate interest 

5 

9 Interesting Material for Games 4 

1
0 

The attractiveness of the Display of Media Auxiliary Tools 
5 

 Total Component A 4
6 

B
. 

Game Material Utilization Components 
 

1 The material for the Magic Geometry game can be used as a group 5 

2 The material for the Magic Geometry game is relevant to the development of 5 



 

  
 
  

Volume 8, Number 3,  November 2023| 348 

 

  

kindergarten children, especially group A 

3 The Magic Geometry game is in accordance with the demands of the curriculum 5 

4 The material is clear and fit for purpose and the Benefits of Magic Geometry Games 
are clear 

4 

5 The material referred to in Magic Geometry Game is easy to understand 4 

 Total Component B 2
3 

C
. 

Components of Material Compatibility with Playability 
 

1 The material in the game can be according to existing needs 4 

2 Game material can be adapted to existing conditions 4 

3 Game material supports games that can be done outdoors 4 

4 Game materials support the game can be done indoors 4 

5 The game material supports the durability of game media products 4 

 
Total Component C 

2
0 

 
Total Components A + B + C 

8
9 

  
Based on the results of the assessment given by the content/learning material expert 

above, it was found that the average score or score obtained for the components of the 
assessment for the development of magic geometry learning media was 89%. This figure is 
obtained from the calculation: 

P =  × 100% 

P =  × 100% 
P = 89% 
 

2. Design Expert 
Components Assessed by Instructional Media Design Experts 

N
o. 

Indicator Criteria 

1 View Components 
 
 

Design media according to motor development 

Media design in accordance with early childhood development in 
kindergarten 

Media design is attractive to look at and do 

Media design presents a fun game 

Media design presents a variety of works 

2 Game Usefulness 
Components 
 

The scope of matter is drawn in the magic geometry game 

The sequence of the magic geometry game is clear and easy to 
follow 

The goals and benefits of the magic geometry game are clear 

This game is to improve fine motor skills 

3 Game Endurance 
Components 

Display media is attractive and easy to carry/movable 

Design learning media with different colors and shapes 

Learning media can be done in outdoor or indoor 



 

  
 
  

Volume 8, Number 3,  November 2023| 349 

 

  

Media games are able to arouse students 

Learning media can improve children's motor skills 

  
Results of the Expert Questionnaire Assessment of Learning Media Design 
 

Display Component Score 

1 Media design in accordance with motor development 1 2 3 4 √ 

2 Media design in accordance with early childhood 
development in kindergarten 

1 2 3 4 √ 

3 Media design is interesting to see and do 1 2 3 √ 5 

4 Media design in accordance with motor development 1 2 3 √ 5 

5 Media design in accordance with early childhood 
development in kindergarten 

1 2 √ 4 5 

Game Usefulness Components Score 

1 The scope of matter is drawn in the magic geometry 
game 

1 2 3 √ 5 

2 The game sequence of magic geometry is clear and 
easy to follow 

1 2 3 √ 5 

3 The goals and benefits of the magic geometry game 
are clear 

1 2 3 √ 5 

4 The scope of matter is drawn in the magic geometry 
game 

1 2 3 √ 5 

Game Endurance Components Score 

1 The media display is attractive and easy to carry/move 1 2 3 √ 5 

2 Design learning media with different colors and 
shapes 

1 2 3 √ 5 

3 Learning media can be done outdoors or indoors 1 2 3 4 √ 

4 Media games are able to arouse students 1 2 3 √ 5 

5 Learning media can improve children's motor skills 1 2 3 4 √ 

  
Recap of the Results of the Expert Questionnaire Assessment of Learning Media Design 

N
o 

Assessment Indicator Score 

A
. 

View Components 
 

1 Media design in accordance with motor development 5 

2 Media design in accordance with early childhood development in 
kindergarten 

5 

3 Media design is interesting to see and do 4 

4 Media design presents a fun game 4 

5 Media design presents a variety of works 3 

 Total Component A 21 

B
. 

Game Usefulness Components 
 

1 The scope of matter is drawn in the magic geometry game 4 

2 The game sequence of magic geometry is clear and easy to follow 4 



 

  
 
  

Volume 8, Number 3,  November 2023| 350 

 

  

3 The goals and benefits of the magic geometry game are clear 4 

4 This game is to improve fine motor skills 4 

 Total Component B 16 

C
. 

Game Endurance Components 
 

1 The media display is attractive and easy to carry/move 4 

2 Design learning media with different colors and shapes 4 

3 Learning media can be done outdoors or indoors 5 

4 Media games are able to awaken students 4 

5 Learning media can improve children's motor skills 3 

 Total Component C 22 

 Total Components A + B + C 59 

 
Based on the results of the assessment given by the learning design experts above, it was 

found that the results of the value or average score obtained for the components of the 
assessment for the development of magic geometry game media was 84%. This figure is 
obtained from the calculation: 

P =  × 100 % 

P =  × 100 % 
P = 84 % 
 

3. Peers trial 
Assessment Results / Peer Questionnaire Responses 

View Components Score 

1 Media material titles are clear, concise, and describe the 
contents of the media 

1 2 3 4 √ 

2 The media introduction provides a clear picture of the benefits 
to be gained by studying the material in the media 

1 2 3 4 √ 

3 Suitability of the material with Learning Outcomes 1 2 3 4 √ 

4 Instructions for using the media are conveyed clearly and easily 
understood 

1 2 3 √ 5 

5 Learning objectives and plans are explained concisely and easily 
understood 

1 2 3 4 √ 

6 The attractiveness of the introductory material to arouse the 
interest and motivation of students 

1 2 3 √ 5 

7 The material description is explained in detail following the 
flow 

1 2 3 4 √ 

8 Interesting and fun material for students 1 2 3 4 √ 

9 Feedback is given clearly and can be used as a benchmark for 
achieving learning objectives 

1 2 3 4 √ 

1
0 

Image conformity as supporting information 
1 2 3 4 √ 

Game Usefulness Components Score 

1 The Magic Geometry game can be used as a group 1 2 3 √ 5 

2 The Magic Geometry game is relevant to the development of 
kindergarten children, especially group A 

1 2 3 √ 5 



 

  
 
  

Volume 8, Number 3,  November 2023| 351 

 

  

3 The Magic Geometry game is in accordance with the demands 
of the curriculum 

1 2 3 √ 5 

4 The aims and benefits of Magic Geometry are clear 1 2 3 4 √ 

5 The Magic Geometry game is easy to play 1 2 3 4 √ 

Game Endurance Components Score 

1 Game Endurance Components 1 2 3 √ 5 

2 The game can be played repeatedly 1 2 3 √ 5 

3 The game is not vulnerable to damage 1 2 3 4 √ 

4 Games can be done in Outdoor 1 2 3 4 √ 

5 Games can be done indoors 1 2 3 √ 5 

 
Game Usefulness Components 

N
o 

Assessment Indicator 

Score 

Score T
S 1 

T
S 2 

T
S 3 

T
S 4 

T
S 5 

A
. 

Content Accuracy Components 

1 
Media material titles are clear, concise, and describe the 
media content 

5 5 4 5 5 
2

4 

2 
The media introduction provides a clear picture of the 
benefits to be gained by studying the material in the media 

5 5 5 5 4 
2

4 

3 Suitability of the material with Learning Outcomes 5 5 4 5 5 
2

4 

4 
Instructions for using the media are conveyed clearly and 
easily understood 

4 5 5 5 4 
2

3 

5 
Learning objectives and plans are explained concisely and 
easily understood 

5 5 5 5 5 
2

5 

6 
The attractiveness of the introductory material to arouse 
the interest and motivation of students 

4 5 4 5 4 
2

2 

7 
The material description is explained in detail following the 
flow 

5 4 5 5 5 
2

4 

8 Interesting and fun material for students 5 4 4 5 5 
2

3 

9 
Feedback is given clearly and can be used as a benchmark 
for achieving learning objectives 

5 5 4 5 5 
2

4 

1
0 

Image conformity as supporting information 5 4 5 5 5 
2

4 

 
Total Component A 4

8 
4

7 
4

5 
5

0 
4

7 
 

B
. 

Components of Concept Truth in Games 

1 
Media Purpose 

4 4 5 4 5 
2

2 

2 
The stages of the game are in accordance with the abilities 
of Group A Kindergarten students 

4 4 5 4 5 
2

2 

3 
The game is appropriate and appropriate 

4 5 5 4 5 
2

3 



 

  
 
  

Volume 8, Number 3,  November 2023| 352 

 

  

4 
The game is in accordance with the latest material 

5 5 5 5 5 
2

5 

5 
Correct information on the game Magic geometry 

5 5 5 5 4 
2

4 

6 
The truth of the concept of matter in the Magic Geometry 
Game 

4 4 5 5 5 
2

3 

7 
The truth of the concept of geometric shapes in the Magic 
Geometry Game 

4 4 5 4 4 
2

1 

8 
The Magic Geometry Game improves students' Fine 
Motor skills 

5 5 5 4 4 
2

3 

9 
The material in the game according to the needs of 
students 

5 5 4 5 4 
2

3 

1
0 

No Glitch in Magic Geometry game material 
4 4 4 5 4 

2
1 

 Total Component B 
4

4 
4

5 
4

8 
4

5 
4

5 
 

 Total Component A + B 
9

2 
9

2 
9

3 
9

5 
9

2 
4

64 

  
Based on the results of the assessment given by colleagues, it was found that the results of 

the value or average score obtained for the components of the assessment for the development 
of the magic geometry game media were 92.8%, from the calculation: 

P =  × 100% 

P =  × 100% 
P = 92,8 % 
 
Small group trials and large group trials 
Assessment Results/Responses to Small Group and Large Group Trials 

Effectiveness Score 

1 Facilitate students to understand learning 1 2 3 √ 5 

2 Interesting media illustration 1 2 √ 4 5 

3 The material presented is in accordance with 
everyday life 

1 2 √ 4 5 

4 Can be practiced directly 1 2 3 √ 5 

5 Able to develop several aspects 1 2 3 √ 5 

Student Understanding Score 

6 Increase student learning interest 1 2 3 4 √ 

7 Media illustrations are easy to understand 1 2 3 4 √ 

8 scientific 1 2 3 √ 5 

9 Media can make the child's concentration 
centered 

1 2 3 √ 5 

Attractiveness Score 

1
1 

Interesting form of media 
1 2 3 √ 5 

1 Color can attract children's learning interest 1 2 3 √ 5 



 

  
 
  

Volume 8, Number 3,  November 2023| 353 

 

  

 
 
 
 
 
 
 
 
 
 
 
 
 
 

2 

1
3 

Be an attraction to try directly 
1 2 3 √ 5 



 

  
 
 
 

Volume 8, Number 3,  November 2023| 354 

 

 

  

Recap of Small Group Trial Data Collection Results 

N
o. 

Responden 1 2 3 4 5 6 7 8 9 
1

0 
1

1 
1

2 
1

3 
S

core 

1 PD 1 4 4 4 4 4 4 4 4 4 4 5 4 4 5
4 

2 PD 2 3 3 3 3 4 3 4 4 4 3 5 4 3 4
6 

3 PD 3 4 3 5 3 4 5 3 4 5 5 3 4 4 5
2 

4 PD 4 5 5 5 5 5 5 5 5 5 5 5 5 5 6
5 

5 PD 5 3 3 3 4 4 4 4 4 4 4 3 5 3 4
8 

6 PD 6 4 4 4 4 4 4 4 3 3 4 3 4 4 4
9 

7 PD 7 4 5 5 5 5 4 4 4 3 4 4 4 3 5
4 

8 PD 8 4 4 4 4 4 5 5 5 5 5 5 5 4 5
9 

9 PD 9 5 5 5 5 5 5 5 5 5 5 5 5 5 6
5 

1
0 

PD 10 3 3 3 4 4 4 4 3 5 3 4 5 3 4
8 

Total score 
 

5
40 

8
4,3% 

  
Recapitulation of Large Group Trial Data Collection Results 

N
o. 

Respon
den 

1 2 3 4 5 6 7 8 9 
1

0 
1

1 
1

2 
1

3 
Sc

ore 

1 PD 1 4 4 4 4 4 4 4 4 4 4 5 4 4 54 

2 PD 2 3 3 3 3 4 3 4 4 4 3 5 4 3 46 

3 PD 3 4 3 5 3 4 5 3 4 5 5 3 4 4 52 

4 PD 4 4 4 4 4 3 4 4 4 3 4 4 3 4 49 

5 PD 5 3 3 3 4 4 4 4 4 4 4 3 5 3 48 

6 PD 6 5 5 5 5 5 5 5 5 5 5 5 5 5 65 

7 PD 7 4 5 5 5 5 4 4 4 3 4 4 4 3 54 

8 PD 8 4 4 4 4 4 5 5 5 5 5 5 5 4 59 

9 PD 9 4 4 5 5 3 4 5 4 4 4 4 4 4 54 

1
0 

PD 10 3 3 3 4 4 4 4 3 5 3 4 5 3 48 

1
1 

PD 11 5 5 5 5 5 5 5 5 5 5 5 5 5 65 

1 PD 12 4 4 4 4 4 5 5 5 5 5 5 5 4 59 



 

  
 
 
  

Volume 8, Number 3,  November 2023| 355 

 

  

2 

1
3 

PD 13 4 4 4 4 4 4 4 3 3 4 3 4 4 49 

1
4 

PD 14 4 4 5 5 3 4 5 4 4 4 4 4 4 54 

1
5 

PD 15 3 3 3 4 4 4 4 3 5 3 4 5 3 48 

1
6 

PD 16 4 4 4 4 4 4 4 4 4 4 5 4 4 54 

1
7 

PD 17 5 5 5 5 5 5 5 5 5 5 5 5 5 65 

1
8 

PD 18 4 3 5 3 4 5 3 4 5 5 3 4 4 52 

1
9 

PD 19 4 4 4 4 3 4 4 4 3 4 4 3 4 49 

2
0 

PD 20 3 3 3 4 4 4 4 4 4 4 3 5 3 48 

2
1 

PD 21 4 4 4 4 3 4 4 4 3 4 4 3 4 49 

2
2 

PD 22 3 3 3 4 4 4 4 4 4 4 3 5 3 48 

2
3 

PD 23 4 4 4 4 4 5 5 5 5 5 5 5 4 59 

2
4 

PD 24 4 4 5 5 3 4 5 4 4 4 4 4 4 54 

2
5 

PD 25 3 3 3 4 4 4 4 3 5 3 4 5 3 48 

2
6 

PD 26 4 4 4 4 4 4 4 4 4 4 5 4 4 54 

2
7 

PD 27 3 3 3 4 4 4 4 3 5 3 4 5 3 48 

2
8 

PD 28 4 4 4 4 4 4 4 4 4 4 5 4 4 54 

2
9 

PD 29 5 5 5 5 5 5 5 5 5 5 5 5 5 65 

3
0 

PD 30 3 3 3 3 4 3 4 4 4 3 5 4 3 46 

Total score 
 

1.
596 

81
,8% 

  
 
 
 
 



 

  
 
 
  

Volume 8, Number 3,  November 2023| 356 

 

  

Data  Analysis 
The result data obtained from learning material experts, learning media design 

experts, and peer tests seen from the material content, technology and message design on 
the development of magic geometry game media are as follows: 

1. Recapitulation of the assessment of content/learning material experts can obtain 
feasibility test data for the development of magic geometry game media by validating 
material experts meeting the expected criteria with a result of 89.0%, namely in the 
feasible/valid category. Many inputs were obtained from material experts regarding the 
content of the development of the magic geometry game media. This input has been 
followed up by the developer so that it becomes better and can be used for learning. 

2. Recapitulation of the assessment of learning media design experts, the results show that 
the average value or score of the components of the media assessment of the magic 
geometry game with the validation of the learning media design expert meets the criteria 
of very feasible/valid with a percentage score of 92.0%. Input from design experts is 
also a consideration for the media for magic geometry games in the future, both for the 
developers themselves and for the school. 

3. Recap of assessments from colleagues, data can be obtained from the components of 
the questions, which are included in the appropriate/valid category with a percentage of 
92.8%. On average, my colleagues who filled out the instruments already understood the 
media content of the Magic Geometry game after receiving an explanation from the 
developer. 

4. Recapitulation of small group test assessments. Data can be obtained from the 
assessment of the question components on the instrument, namely obtaining a result of 
84.3%, namely in the appropriate/valid category. Students who are the sample for this 
small group test have received prior socialization before filling out the instrument. 

5. Recapitulation of the assessment from the large group test can be obtained at 81.8%, 
namely the appropriate/valid category. On average, the students who were used as the 
sample for the large group trial already understood the media learning of the magic 
geometry game. 

6. From all the data obtained, it can be concluded that the results of all validation tests can 
be said to be valid because they are in the category with a percentage of ≤ 92%. 

 
Conclusion 

The conclusions from the results of this product include: 
Magic Geometry learning media can be integrated for fine motor skills of Kemala 

Bhayangkari 75 Group A Kindergarten children. This media has the name Magic Geometry 
Learning Media. This Magic Geometry learning media can be used for learning activities 
both indoors and outdoors. 

This development product can be used anytime and anywhere by students and 
educators using the Edicative Teaching Aids (APE) that have been prepared 

 
Reference 
 
Aisyah, S. Pengembangan dan Konsep Dasar Pengembangan AUD. Jakarta: 

Universitas Terbuka, 2011. 
Anggita Febriana, Lydia Ersta Kusumaningtyas. “Peningkatan Motorik Halus Anak 

Melalui Kegiatan Menenun Pada Anak Kelompok B Usia 5-6 Tahun.” Jurnal 
Audi 2, no. 2 (2018): 70–75. https://doi.org/10.33061/ad.v2i2.1971. 



 

  
 
 
  

Volume 8, Number 3,  November 2023| 357 

 

  

Annisa. “Peningkatan Kemampuan Pengenalan Bentuk Geometri Anak Dengan 
Permainan Media Smart Box Di Paud Kecamatan Padang Panjang Timur Kota 
Padang Panjang.” Skripsi. Institut Agama Islam Negeri Batusangkar, 2018.  

Ariyanti, A. “Pentingnya Pendidikan Anak Usia Dini Bagi Tumbuh Kembang Anak.” 
CORE Journal: Universitas Muhammadiyah Purwokerto 2018: 1-9. 2. 

Asryad, A. Media Pembelajaran. Jakarta: Rajawali Press, 2007. 
Ayuningrum, D. “Peningkatan Kemampuan Motorik Halus Anak Kelompok B (5-6 

tahun) Melalui Kolase dengan Bahan Alam di TK Cordova Bojongsasri 
Depok.” Jurnal Psiko Idea, No. 2 (2017): 98-108. 

Bari’ah, S. Kusumaningtyas, L., E. “Peningkatan Motorik Halus Melalui Kolase 
Ampas Kelapa Pada Anak Kelas B TK Usia 5-6 Tahun.” Jurnal Audi 2(2) 
(2018): 76-82. 

Christine, S. “Menanamkan Konsep Bentuk Geometri (Bentuk Datar).” Jurnal 
Pengabdian Masyarakat Ilmu Pengetahuan dan Teknologi 3(1) (2017): 1-8. 

Claudia, E. S., Widiastuti, A., A. dan Kurniawan, M. “Permainan Origami untuk 
Meningkatkan Kemampuan Motorik Halus Anak Usia 4-5 Tahun di Desa Gang 
Buaya Salatiga.” Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini (2018): 97 -
115. 

Darmansyah. Strategi Belajar Menyenangkan dengan Humor. Jakarta: Bumi Aksara, 
2010. 

Depi, A., Febrialismanto, dan Puspitasari, E. “Pengembangan Media Permainan 
Geometry Magnetic Casing untuk Meningkatkan Kemampuan Mengenal 
Geometri pada Anak Usia 5-6 Tahun.” Jurnal Pendidikan Tambusai 5(1) (2021): 
1880-1899. 

Fadillah, M. Bermain dan Permainan. Jakarta: Prenamedia Group, 2017. 
Firdaus, F., Bastiana, B. dan Jenny, J. “Peningkatan Kemampuan Motorik Halus 

dengan Menyusun Berbagai Bentuk Geometri pada Anak Kelompok B TK PUI 
1 Dermayu Sindang Kab. Indramayu, Jawa Barat.” Jurnal Pemikiran 3(1) (2021): 
71-77. 

Fridani, Lara. Ya, Lestari. Pendidikan PAUD Pendidikan Anak Usia Dini yang 
Menginspirasi. Jakarta: PT Gramedia, 2009. 

Hardiansyah, Haris. Metodologi Penelitian Kualitatif untuk Ilmu-Ilmu Sosial. Jakarta: 
Salemba Humanika, 2012. 

Hayati, S. N., Putro, K., Z. “Bermain dan Permainan Anak Usia Dini.” Generasi Emas: 
Jurnal Pendidikan Islam Anak Usia Dini 4, no. 1 (2021): 1-14. 4. 

Lestari, K.W. Konsep Matematika. Jakarta: Kementerian Pendidikan dan 
Kebudayaan, Direktorat Jenderal Pendidikan Anak Usia Dini Nonformal dan 
Informal, Direktorat Pengembangan Pendidikan Anak Usia Dini, 2011. 

Loeziana, U. “Masa Emas: Periode Efektif Merancang Kualitas Anak.” Jurnal CORE: 
Jurnal Pusat UIN Ar-Rainiry (2017). 

Maria Dwi Sari Wahyuningrum dan Sri Watini. “Inovasi Model ATIC dalam 
Meningkatkan Motorik Halus pada Anak Usia Dini.” Jurnal Obsesi: Jurnal 
Pendidikan Anak Usia Dini 6.5 (2022): 5384–96. 
https://doi.org/10.31004/obsesi.v6i5.3038. 

Martuti, A. Mengelola Pendidikan Anak Usia Dini: Menggunakan Berbagai Permainan 
untuk Mencapai Kecerdasan Majemuk. Bantul: Kreasi Wacana, 2012. 

Mashar, R. Emosi Anak Usia Dini dan Strategi Pengembangannya. Jakarta: 
KencanaPrenada Media Group, 2011. 



 

  
 
 
  

Volume 8, Number 3,  November 2023| 358 

 

  

Muliawan, J. U. Manajemen Play Group & Taman Kanak-Kanak. Yogyakarta: Diva 
Press, 2009. 

Mulyatiningsih, E. Metode Penelitian Terapan Bidang Pendidikan. Bandung: Alfabeta, 
2013. 

Novan, A.W. Manajemen PAUD Berkualitas. Yogyakarta: Gava Media, 2015.  
Octavian Dwi Tanto and Aulia Humaimah Sufyana. "Stimulation of Fine Motor 

Development in Early Childhood in the Traditional Art of Tatah Sungging." 
Journal of Obsession: Journal of Early Childhood Education 4.2 (2020): 575. 
https://doi.org/10.31004/ obsession. v4i2.421. 

Provost, B., Heimerl, S. & Lopez, B. R. "Levels Of Gross And Fine Motor 
Development In Young Children With Autism Spectrum Disorder." Physical & 
Occupational Therapy Inpediatrics 27(3) (2007): 21-36. 

Pujiati, N., Widajati, W. "The Effect of Three Color Wire Game on the Ability to 
Recognize Geometry in Group A Children in Islamic Kindergarten Plus Al-
Muchlisin." 3(3) (2014). 

Rahmatunisa, S., Halimah, S. "Efforts to Increase the Naturalist Intelligence of 
Children Aged 4-5 Through Sand Play." Journal of Early Childhood Education 
2(1) (2018). 

Ratna, P. "Puzzle media to recognize geometric shapes." Journal of Early Childhood 
Education and Development 1(1) (2019): 50-59. 

Rumawan, S. "The Use of Geometry Board Games in Improving Early Childhood 
Cognitive Abilities in Darul Hikmah Kindergarten, Bumi City, North 
Lampung." Thesis. State Islamic University Raden Intan Lampung, 2022.  

Santrock, J. W. Child Development. Jakarta: PT. Erlangga, 2007. 
Santrock, J. W. Educational Psychology. Jakarta: Salemba Humanika, 2014.  
Sugiyono. Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung: Alphabet, 

2019. 
Sugiyono. Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R&D. 

Bandung: Alfabeta, 2009. 
Sujarwo., Widi, C. P. "Gross and Fine Motor Skills." Indonesian Journal of Physical 

Education 11(02) (2015). 
Sujarwo., Widi, C. P. “Kemampuan Motorik Kasar dan Halus.” Jurnal Pendidikan Jasmani 

Indonesia 11, no. 02 (2015): 1-8. 3. 


