Pengenalan Bentuk Geometri bagi Anak Usia Dini dan Sekolah Dasar Kelas Rendah Melalui Origami

  • Silfanus Jelatu STKIP Santu Paulus Ruteng
  • Maria Lim STKIP Santu Paulus Ruteng
  • Maria Yasinta Ngoe STKIP Santu Paulus Ruteng
Keywords: Geometry, Origami


Geometry is one of the subjects of mathematics taught from elementary school to the upper secondary level and continued in college. Geometry is also a mathematical subject that has a relationship with the real world or the world that is close to students. Introducing geometry to children is not necessary when children are in formal education, but they can get closer to geometry early. Limitation of geometry that can be given to early childhood is only on form recognition. The process is different, namely by entering the world of children or the world of the play. One that is relevant to accommodating this process is origami. Therefore, the purpose of this community service activity is to introduce geometric forms to early childhood through the game of origami. This activity was carried out in the village of Urang, Kec. Melak Kab. Manggarai NTT. The method used in this PKM activity is training that begins with a presentation. The results obtained from this activity indicate a change in choosing a game, as well as the existence of basic geometric abilities that can recognize geometric shape objects.


Akayuure, P., Asiedu-Addo, S. K., & Alebna, V. (2016). Investigating the effect of origami instruction on preservice teachers’ spatial ability and geometric knowledge for teaching. International Journal of Education in Mathematics, Science and Technology, 4(3), 198. doi: 10.18404/ijemst.78424

Arici, S., & Tutak, F. A. (2013). Using origami to enhance geometric reasoning and achievement. In Eighth Congress of European Research in Mathematics Education (CERME 8), Antalya, Turkey.

Boakes, N. J. (2009). Origami Instruction in the Middle School Mathematics Classroom: Its Impact on Spatial Visualization and Geometry Knowledge of Students. RMLE Online, 32(7), 1-12. doi: 10.1080/19404476.2009.11462060

Cakmak, S., Isiksal, M., & Koc, Y. (2014). Investigating effect of origami-based instruction on elementary students’ spatial skills and perceptions. The Journal of Educational Research, 107(1), 59-68. doi: 10.1080/00220671.2012.753861

Gunhan, B. C. (2014). A case study on the investigation of reasoning skills in geometry. South African Journal of Education, 34(2), 1-19. doi: 10.15700/201412071156

Fenyvesi, K., Budinski, N., & Lavicza, Z. (2014). Two Solutions to an unsolvable problem: connecting origami and geogebra in a Serbian high school. In Proceedings of the 17 Th Bridges International Conference (pp. 95-102).

Georgeson, J. (2011). Fold in Origami and Unfold Math. Mathematics Teaching in the Middle School, 16(6), 354-361.

Golan, M. (2011). Origametria and the van Hiele theory of teaching Geometry. Origami, 5, 141-150. doi: 10.1201/b10971-15

Jelatu, S., Sariyasa, S., & Ardana, I. M. (2018). Effect of geogebra-aided REACT strategy on understanding of geometry concepts. International Journal of Instruction, 11(4), 325-336. doi: 10.12973/iji.2018.11421a

Lisnani, L. (2017). Desain materi bangun datar menggunakan origami berkonteks tangram di SD Kelas II. Suska Journal of Mathematics Education, 3(1), 33-40. doi: 10.24014/sjme.v3i1.3504

Maarif, S. (2015). Mengkonstruksi bukti geometri melalui kegiatan eksplorasi berbantu Cabri II Plus. Jurnal Euclid, 3(2), 517-539.

Obi, D. C. N., Agwagah, P. U. N. V, & Agah, D. J. J. (2014). Effect of origami on students’ retention in geometry. IOSR Journal of Research & Method in Education (IOSRJRME), 4(5), 46-50. doi: 10.9790/7388-04514650

Pinho, T. M. M., Delou, C. M. C., & Lima, N. R. W. (2016). Origami as a tool to teach geometry for blind students. Creative Education, 7(17), 2652-2665. doi: 10.4236/ce.2016.717249

Susilawati, W., Suryadi, D., & Dahlan, J. A. (2017). The Improvement of mathematical spatial visualization ability of student through Cognitive Conflict. Mathematics Education, 12(2), 155-166.

How to Cite
Jelatu, S., Lim, M., & Ngoe, M. (2019). Pengenalan Bentuk Geometri bagi Anak Usia Dini dan Sekolah Dasar Kelas Rendah Melalui Origami. Jurnal Pengabdian Pada Masyarakat, 4(2), 195-202.