<![CDATA[The ability to recognize geometric shapes is an essential aspect of cognitive development in early childhood. However, observations at TK Islam Terpadu Siti Khadijah indicated that children experienced difficulties in identifying, distinguishing, classifying, and arranging geometric shapes because learning activities were still dominated by conventional teaching methods. This study employed Classroom Action Research (CAR) consisting of two cycles, each involving planning, implementation, observation, and reflection. The participants were 13 children aged 5–6 years at TK Islam Terpadu Siti Khadijah. Data were collected through observation and analyzed using descriptive quantitative methods. The findings revealed a substantial improvement in geometry recognition skills, with mean scores increasing from 10.00 in the pre-cycle to 16.23 in Cycle I and 18.77 in Cycle II. Classical learning mastery also rose from 0% to 69.23% and ultimately reached 100%. These results suggest that digital educational media effectively improve children's geometry recognition while encouraging active learning engagement.]]>
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