<![CDATA[This study is motivated by the children’s visual spatial skills issue in TK Wijaya Kusumah which focuses on activities such as pointing direction by hand, drawing. It also focuses on the limited tool of learning resources to support visual spatial skill learning.The issue is then formulated in questions such as (1) how is the condition of children’s visual spatial skills in TK Wijaya Kusumah before the kirigami activity, (2) how is the process of kirigami activity in improving children’s visual spatial skills in TK Wijaya Kusumah, (3) how is the condition of the children’s visual spatialskills in TK Wijaya Kusumah after the kirigami activity.This study aims to find out the efforts of improving children’s visual spatial skills through kirigami activity. The method used is the class action research. This research consists of two cycles. There are two actions performed in each action. There are 11 children in total that are given the action (age of 5-6 years old). The result of pre-cycle observation shows visual spatialskills in percentage as follows: children in the categories B=46,02%, category C=38,64%, and category K=15,34%. The post-cycle observation result shows that the children’s visual spatial skills are increased through the kirigami activity. In percentage, children in category B=84,56%, category C=15,44%, category K=0%,. It can be concluded that kirigami activity can improve children’s visual spatial skills development. It is recommended forSchoolto provide references to support the preparation of teaching materials. As for teachers, it is recommended tousevarious media that canstimulate children’s visual spatial skills developmentstages. Finally, it is expected from the next researchers to be able to solve the visual spatial skill issue with methods and techniques that are more advanced to improve the quality of early childhood education.]]>
