Developing Learning Toys for Learning Measurement Concept in

Early Childhood

Syafdaningsih

1,a

, Sri Sumarni

and Dina Juniarti

Early Childhood Education Department, Universitas Sriwijaya, Indralaya, Ogan Ilir, Indonesia

Keywords: Measurement, Learning Toys, Early Childhood.

Abstract: This study aims to describe measurement learning toys in geometry learning for early childhood. The

participants were 5-6 years old. The Rowntree’s development model that consists of three phases, namely

planning, development and evaluation were used to develop the product. To evaluate the product, the

formative evaluation proposed by Tessmer comprised self evaluation, expert review, one-to-one evaluation

and small group evaluation were used. Data was collected by using walkthrough with media and learning

material experts. The results showed that the measurement kearning toys had score of 3.75 out of 4,00 which

was high validity. One to one evaluation was 88% (good) and small group evaluation result showed the

average percentage was 94% (very good). These results showed that the learning toys for learning

measurement concept was practical for early childhood.

1 INTRODUCTION

One of kindergarten education goal is to help children

to develop both physical and psychological ability.

These processes include behaviour development that

consist of religion value and morality, social

emotional, as well as basic ability development

namely language, cognitive and physical skills.

The development of pre-school children’s

cognitive ability occurred at the age of two to seven

years old -that is in preoperational stage. This is the

second stage of cognitive development according to

Jean Piaget. In this stage, learning process is still

dependent from concrete objects and direct

experiences of children-themselves. One of the

exciting activities is by using concrete media,

includes learning about measurement concept.

Measurement is defined as assigning a number to

continuous quantities (Clements & Sarama, 2004).

Measurement is consisted of size, generally about

opposite things like big-small, long-short, wide-

narrow, thick-thin, deep-shallow, rough-smooth.

Measurement is one of the most useful mathematical

skills. Measurement involves assigning a number to

things so they can be compared to the same attributes.

Numbers can be assigned to attributes such as

volume, weight, length, and temperature

(Charlesworth, 2005). For example, a child drinks

one cup of milk. Numbers also can be expressed in

time measurement. Based on our observation in

Public Kindergarten Pembina 1 Palembang,

children’s ability in measurement was still lack.

Children had small chance to interact directly in

measurement activity. Teacher usually just asked the

children to practice on their worksheet and without

any learning toys as media. Learning toys that are

attractive and interesting then is needed.

2 RESEARCH METHOD

This research used development research method.

Development research is concerned with finding out

about the causes, consequences, and ways of tackling

poverty (Hammett, Twyman & Graham, 2015). Focus

on this method is for produce a media which are

modification media: Rowntree and Tessmer. Tessmer

outlines 11 steps that are necessary when planning an

evaluation: 1) Determine the goals of the instruction;

2) Determine the resources for and constraints upon

the evaluation; 3) Obtain a complete task analysis of

the instruction; 4) Describe the learning environment;

5) Determine the media characteristic of the

evaluation; 6) Outline the information sought from

the evaluation; 7) Choose parts of the instruction for

evaluation; 8) Select the stages and subjects for the

Syafdaningsih, ., Sumarni, S. and Juniarti, D.

Developing Learning Toys for Learning Measurement Concept in Early Childhood.

DOI: 10.5220/0009996300002499

In Proceedings of the 3rd Sriwijaya University International Conference on Learning and Education (SULE-IC 2018), pages 161-165

ISBN: 978-989-758-575-3

 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)

161

evaluation; 9) Select the data gathering methods and

tools for each stage; 10) Plan the report(s) of the

evaluation; and 11) Implement the evaluation (Ogle,

2002).

The participants of this research were Public

Kindergarten Pembina 1 Palembang students (5-6

years old). One to one and small group process

involved three children and nine children was in field

test. Research procedure in Rowntree model that

implemented in this research was following the three

phases as follows.

2.1 Planning Stage

Need analysis was the first step of planning stage. The

analysis was about students’ need and learning media,

especially introduction of measurement material by

analysis learning media and interviewing the teachers in

Public Kindergarten Pembina 1 Palembang.

2.2 Development Stage

2.2.1 Design Stage

On this stage, researchers design product in a form of

learning measuring toys. Design development has to be

suitable with early childhood curriculum, playing tools

characteristic, playing tools requirements, and targets

that the researchers want to achieve. The target is the

mastery of measuring material learning for 5-6 years old

children after using measuring material game.

2.2.2 Prototype Production

After arranging the design, the next step is prototype

product. The design that had been designed is converted

to be playing tools. Every part of design is presented in

the form of playing tools that consist of measure

material. The result of all of the development stages is

called Prototype 1.

2.3 Evaluation Stage

On this stage, the earliest design prototype will be

evaluated by following format from Tessmer (1993)

with steps described on below:

2.3.1 One-to-One Evaluation

On this step, measuring material game is implemented

to children permainan Researchers choose three children

randomly for deputized target population which are

children with low, medium and high ability. Those

children will be given learning material with prototype

1 that has been revised. On the learning process by

observation sheet that has been provided for seeing and

assuming directly the behaviour or the process of

learning activity by implementing prototype 1. This is

implemented for considering the practical usage of

playing tools viewed from children’s perspective. That

observation result will be the basic for revising product

(prototype 1) which will produce prototype 2.

2.3.2 Small Group Evaluation

On this stage, prototype 2 is tested for small group of

children that consist of 9 students. Next, children will

be given learning material with revised prototype 2.

On the learning process, children will be observed

again for seeing and assessing directly the behavior

or process of learning by using learning material

using playing tools (prototype 2).

Data collecting technique for this research is:

Walkthrough. The classroom walkthrough is

considered one important tool among many used to

achieve school improvement (Stout, Kachur &

Edwars, 2010). Walkthrough is data validation that

involving some experts for evaluating product as the

base for revising early product or prototype 1.

Data collecting instrument in this technique is by

using validation sheet that given to experts or

valuators. Data collected on validation sheet are in

form feedback and suggestions which become basis

for researchers to revise on early product (prototype).

Data from validation result by expert is used for

receiving information explication about product

validation, so researchers can use validation result

data as the reference for revise product or prototype

until they are declared as feasible to be tested.

In this research used an assessing behaviour

viewed from children’s activeness on learning

activity by using mathematic illustrated story book.

The method for achieving observation data is by

directly observing and assessing the activity and

behaviour of children learning process by using

mathematic illustrated story book. The purpose of

observation is we can watch someone or something

passively and without an expressed intent,

observation is seen as a means to an end—as helping

to answer a specific question that has been posed

(Briesch, Volpe & Floyd, 2018). Observation is done

on one-to-one, small group, and field test, whether it

has already implemented good or not by using

mathematic illustrated story book.

Walkthrough result with experts is analysis

descriptively as suggestion for revising book. The

suggestion is written again in validation sheet.

Validation sheet given for experts is in a form of likert

scale. A likert scale invites individual to rate their

level of agreement or disagreement with items

measuring their attitudes or perceptions. While

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traditional likert-type items have 5-point rating

scales, the number of points may vary (Sullivan).

According, likert scale consist four answer

categories: Very Good (VG), Good (G), Not Good

(NG), and Very Not Good (VNG). The validation

result from valuator is presented on a table that has

been calculated into mean number. That score used

Formula (1).

𝑥

⅀



(1)

with: x = Mean score

⅀𝑋 = Total of data score

𝑁 = Numbers of data

Table 1: Category of picture validation level.

Mean Category

3,25

–

4,00 Ver

Vali

2,50

–

3,24 Vali

1,75

–

2,49 Not Vali

1,00

–

1,74 Very Not Vali

Observation results to children during trial on

one-to-one evaluation, small group evaluation, and

field test are used for viewing children’s behavior

during learning process using mathematic illustrated

story book. Observation result data are presented in a

form of table and then calculating observation result

data by using formulation.

Percentage Score 

Achievement Score

Maximum Score

x 100 %

Table 2: The categories of children observation result

toward usage of mathematic illustrated story book.

Sco

e (%) Categories

80-100 Very Good

70-79 Goo

60-69 Moderate

<60 Low

3 RESULTS

The result of this research is about developing

produces a media in the form of measurement

materials games for young children. Children can

learn to measure objects about length-short, height-

small, heavy-light, and big-little by using this games.

This game consists of a storage box, a hollow board

(geometry shaped), a peg board, a measuring board,

and a scale tool. The five media are contained in one

box (5 in 1), so that a children can easily to play it.

This research started with planning,

development, and continued with evaluation that is

formative evaluation. Researchers developed

measuring material in a form of playing tools.

Research procedures are elaborated as follows:

3.1 Planning Stage

On the planning stage, researchers observed and gave

interview on 1 September 2017 on group B assigned by

Mrs. Sri Mulyati as a teacher in Public Kindergarten

Pembina 1 Palembang. Several things that caught

researcher attention on observation and interview are

learning process, children activity, availability and usage

of media, and obstacles for teachers and school.

3.2 Development Stage

Activities on this stage were make drafting product of

measurement toys. We designed learning toys by

following some criteria from Education and Culture

Ministry for Early Childhood Education. The learning

toys made from plywood for durability and colored with

primary colour and secondary colour paints.

The rest of development stage result was the

prototype 1. On development stage, it also prepared

evaluating children behaviour toward the usage of

measurement learning toys.

3.3 Evaluation Stage

3.3.1 Expert Review Stage

Expert review stage result was implemented by testing

measuring material game. The implementation was

tested by two experts-content or material expert and

learning media expert. The average score of expert

review validation result for content or material aspect

was 3,75 (very valid category). Therefore, developed

measurement learning toys was proper to be tested with

any comments and suggestions from evaluators.

3.3.2 One-to-One Evaluation

This stage involved children with high, average, and low

ability and they were implemented with prototype 1. On

the learning process using prototype 1, they were

observed by researchers. We observed and evaluated

children’s activity and behaviour toward prototype 1.

Percentage score of mean number children observation

toward the usage of measuring material game on one-to-

one stage was 88% (very good category).

3.3.3 Small Group Evaluation

Revised prototype 1 from one to one stage result, in

small group evaluation stage the product was tested to

Developing Learning Toys for Learning Measurement Concept in Early Childhood

163

nine children in the group. In the small group evaluation,

children were observed again toward their activeness on

prototype 2. Percentage score of children observation

average result toward usage of measurement learning

toys in small group evaluation was 94% (very good

category). Therefore, it can be a good product from

appropriateness and practical aspects.

Figure 1: Revised blocks sample. Material, and weight are

equal.

Figure 2: Revised and coloured triangle and square holes.

Figure 3: Revised giraffe length measurement toys.

The average score of expert review validation result

for toyss content or material aspect was 4,00 (very valid

category) and for the design was 3,5 (very valid

category). Therefore, it can be achieved the average

score of experts validation result was 3,75 (very failed

category) because of the adjustment of measurement

toys with indicator of material and media experts.

Therefore, measuring material game is appropriate to be

tested with several comments and suggestions from

valuators.

Figure 5: Children playing measurement toys.

Percentage score from observation result average

number toward the usage of measurement toys in initial

field trial was 88% (very good category) so it can be

concluded that the usage of the toys had practical criteria

for children because corresponded to children

observation indicator. There were several parts that

became a concern by researchers on one to one result for

revising developed media, because one of children

played on geometrical shaped play toys: triangle and

square that were used for introducing big-small

concept-had problem on putting them on triangle and

square shaped holes. Therefore, researchers revised

the product again to game making expert for fixing

the edges of triangle and square shapes.

The average score of children observation for the

usage of measuring material game on small group

evaluation stage is 94% (very good category), so it can

be concluded that the usage of measuring material game

has practical criteria for children so that it can be a good

product from appropriateness and practical aspects.

Children can play this toys with easily and without

assistance from adults (independent). Because this

game have not many rule. On the scale tool, a child

takes some of the things that he/she likes. Then he/she

put the objects in the place of scale. Children can

compare, which objects are heavy and light?. On the

measure board, a child takes some of the things that

he/she likes. Then he/she put the objects in the

measure board. Children can compare, which a long

and short objects?, On the peg board, a child takes

some pegs. Then insert the pegs in the order of height.

Children can arrange pegs according to their order,

etc.

The importance from media is where the children

learning process and result show significant

difference which means there is a significant

difference between learning without media and

learning with media, so the existence of media for

teaching kindergarten students is educative games

tool. There are many possible advantages of the use

of games-based learning, such as increase motivation

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and engagement, an enhanced learning experience,

and improved student achievement and student

retention (Connolly, 2011). Educative games is a

thing that can be used to become a facility or tool for

game which has educative value and develop all of

children’s ability.

4 CONCLUSIONS

Based on research findings, the researcher succeeded

in developing of measurement material games for

young children. Measurement material games that

had been developed is declared as very valid based on

the validation of expert review. The expert review is

consisted of content or material and design experts

review so that measuring material game is appropriate

for teaching material for measuring material. It can be

empirical evidenced by the result of expert review on

measuring material game for a number of 3,89 (very

valid category).

For testing the practicality of measuring material

game can be viewed from its easiness for usage. Based

on one to one evaluation stage on measuring material

game, it can be achieved as 88% (very good category).

Based on small group evaluation stage result, it is

achieved the average number of measuring material

game for 94% (very good category). Therefore, it can be

concluded that measuring material game is valid and

practical to be used for students in group B at Public

Kindergarten Pembina 1 Palembang.

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