Developing Digital Animated Learning Media (DIMAS) to Introduce Number Concepts in Early Childhood
DOI:
https://doi.org/10.24256/tunascendekia.v9i2.12639Keywords:
digital animation, early childhood, learning media, number concepts, numeracy skillsAbstract
Recognizing number concepts is a fundamental numeracy competency that should be developed during early childhood. Initial observations at TK Attamim indicated that 4–5-year-old children's number-concept abilities were not yet optimal and that classroom learning relied heavily on conventional media. This study aimed to develop and assess the feasibility of Digital Animation (DIMAS) learning media and to examine changes in children's number-concept scores following its implementation. The study employed a Research and Development (R&D) approach using the ADDIE model and involved 15 children in Group A. Validation by a media expert, a material expert, and an early childhood education practitioner yielded an average feasibility score of 95.33%, categorized as very feasible. The field implementation was conducted over five meetings, approximately 30–40 minutes per meeting. The mean score increased from 46.00 (SD = 7.37) on the pretest to 75.67 (SD = 7.99) on the posttest. A paired-samples t-test indicated a statistically significant difference, t(14) = 38.71, p < 0.001, with a 95% confidence interval for the mean difference of 28.02–31.31 points. Because the distribution of paired differences departed from normality, a Wilcoxon signed-rank sensitivity check was also conducted and remained statistically significant (W = 0, p = 0.0004). The mean N-Gain was 0.56, categorized as moderate,. These results indicate an observed improvement in children's number-concept scores following implementation of DIMAS. Because the study used a one-group pretest-posttest design without a comparison group, the observed improvement should not be interpreted as conclusive evidence of a causal effect of the media.
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