ANALYSIS OF THE NEEDS FOR DEVELOPMENT OF THE BRICKSMART HYBRID DIGITAL NUMBER SKILLS MODULE IN IMPROVING THE THINKING SKILLS OF PRESCHOOL CHILDREN
DOI:
https://doi.org/10.35631/IJMOE.831026Keywords:
Digital Module, Design and Development Research, Needs Analysis, Number Skills, PreschoolAbstract
In design and development research, the most critical phase is the needs analysis. In this study, a needs analysis was conducted to ensure that the developed module effectively met users’ requirements. This quantitative survey study was carried out to examine the need for developing the hybrid digital number skills module, BrickSmart. It examines enhancements in preschool children’s thinking skills from teachers’ perspectives, as well as teachers’ perceptions and knowledge regarding the use of instructional support materials as thinking tools that are not yet widely implemented at the preschool level. The study focuses on developing an innovative intervention in early childhood education, particularly by integrating digital technology with a virtual brick-based learning approach for early mathematics instruction. These skills encompass pre-number skills, number concepts, and basic number operations based on the cognitive learning domain outlined in the Kurikulum Prasekolah 2026 (KP 2026). A set of needs analysis questionnaires was administered to 50 primary school mathematics teachers in a district in the state of Penang, Malaysia. The data obtained were analysed descriptively using statistical software to calculate frequencies and percentages. The findings revealed that the majority of respondents agreed that the module is appropriate for students’ learning. Specifically, 87.6% of respondents indicated that developing an interactive digital learning module is necessary for the number skills learning domain and for fostering preschool children’s thinking skills. In addition, the results showed that teachers possess knowledge of the Learning Standards (Standard Pembelajaran), with 66.9% of respondents applying various pedagogical approaches to fulfil the cognitive learning standards during teaching and learning (PdPc) sessions. However, only 59.4% of respondents reported using digital support materials and thinking tools during classroom instruction. Overall, the findings provide a preliminary overview of the need for implementing the hybrid digital number skills module, BrickSmart, to enhance preschool children’s thinking skills.
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