Developing an Unplugged Coding-Based Geometry Traffic Board Learning Medium to Foster Logical Thinking in Group B Kindergarten Children

Abstract

Logical thinking is a foundational competency in early childhood education, yet learning media in many Indonesian kindergartens remain static and rarely challenge children to sequence, classify, or reason about cause and effect. Preliminary observation at TK Muamalah Kepahiang showed that geometry was introduced mainly through visual memorisation of basic shapes, without structured problem-solving scenarios. This study aimed to develop a Geometry Traffic Board learning medium based on unplugged coding that is valid and practical for fostering the logical thinking of Group B children. The research used a research and development design following the ADDIE model, limited to four stages: analyse, design, develop, and evaluate. Participants comprised two content-expert validators, two media-expert validators, kindergarten teachers as practitioner respondents, six children in the limited trial, and eighteen children in the field trial, all at TK Muamalah Kepahiang in the 2025/2026 academic year. Data were collected through expert validation sheets, teacher response questionnaires, and structured observation of four logical thinking indicators, and were analysed as percentages against validity and practicality criteria. Content-expert validation reached 95% and media-expert validation 93%, both highly valid. Teacher responses reached 94% in the limited trial and 95% in the field trial, both highly practical, while children's logical thinking attainment reached 94% and 95% respectively. The medium is therefore declared valid and practical for fostering logical thinking in early childhood.