Nur Ika Sari Rakhmawati, Sofia Hartati, Asep Supena
The integration of content, technological devices, and digital media has long been discussed in early childhood education and has gained momentum in recent years. However, integrating pedagogical knowledge, technology, and digital media while providing a play-based learning experience in early childhood education remains challenging for teachers. Even though, recently, a lot of learning content has been produced using digital media, application of digital media for content specifically intended for early childhood mathematics learning is lacking. This study aimed to construct pedagogical content and web-based digital media for early childhood mathematics learning. We used a mixed-methods explanatory sequential design, combining qualitative teacher interview data on content and digital media construction with quantitative observational data on children’s intuitive mathematical thinking abilities. The results show that constructing pedagogical content, website-based technology tools, and digital media helps young children achieve predetermined instructional goals, improves teachers’ understanding of pedagogical content in science and mathematics in early childhood learning, and increases girls’ interest in using technology in formal learning. Researchers are highly aware that they have not been able to realize a complete integration of mathematical content in various mathematical study frameworks. Therefore, future studies focused on achieving a more holistic integration of digital media mathematical content and expanding its application to various other parts of Indonesia or other countries are warranted. © 2025 Common Ground Research Networks. All rights reserved.
Early Childhood Education Department, Universitas Negeri Surabaya, Indonesia; Faculty of Education, Universitas Negeri, Jakarta, Indonesia; Early Childhood Education Association, Jakarta, Indonesia
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