Developing a Numeracy Learning Program through Observation, Exploration, and Reflection for Children Aged 5 to 6 Years: An ADDIE-Based Study
DOI:
https://doi.org/10.55927/fjsr.v5i10.78Keywords:
ADDIE, Early Childhood Education, Early Numeracy, Implementation Fidelity, Learning Program DevelopmentAbstract
This study developed and evaluated an Observe–Explore–Reflect (OER) numeracy learning program for children aged 5–6 years. The program was designed to provide early childhood teachers with a structured approach to concrete, play-based numeracy experiences. An educational research-and-development approach guided by the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model was employed at Denpasar Children Center Kindergarten, Bali, Indonesia, from April to July 2026. The product comprised a teacher’s guidebook and eight learning activity modules. Two early childhood education content experts and one media expert assessed product feasibility. Implementation involved 20 kindergarten children, two classroom teachers, and one teacher-observer. Data were collected through teacher needs assessment, expert-rating forms, a program implementation fidelity sheet, and a 28-item numeracy development assessment administered before and after implementation.
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