Investigating the Cognitive Development of Slow Learners through Constructivist Geometry Games

Siti Juleha1, Sudirman2, Luthfiyati Nurafifah3, Ahmad Arifuddin4, Farid Gunadi5

Department athematics Education, Universitas Wiralodra, Indramayu, Indonesia1,2,3,5

Department of Madrasah Ibtidaiyah Teacher Education, Institut Agama Islam Negeri Syekh
Nurjati Cirebon, Indonesia,4


This study aims to investigate the cognitive development of slow learners after practicing constructivist geometry games. In this qualitative case
study, a total of 13 children from a PAUD in Indramayu participated. Of the 13 children, two children were categorized as slow learners based on the criteria of the characteristics of the slow learners in the questionnaire. The data in this study were collected through observation, interviews, documentation, tests, and questionnaires. The data were then analyzed qualitatively with the Bogdan and Biklen technique. The results showed that the application of geometry learning strategies with constructivist games can develop the coordination between eye and hand in constructing constructivists (blocks), increase children’s vocabulary, develop children’s social emotional skills, and foster children’s religious and moral values. The percentage of overall learning completeness of slow learners also experienced a significant increase in each meeting, namely 0% at the first
meeting, 50% at the second meeting, 100% at the third meeting, and 100% at the fourth meeting. Therefore, the application of geometry learning with
constructivist games is effective in improving the cognitive abilities of slow learners.