<![CDATA[Early numeracy is a foundational capability for school readiness, yet classroom instruction can remain worksheet-dominated and offer limited opportunities for active mathematical engagement. This study examined the implementation and short-term outcomes of a teacher-guided Canva-based Spin Number game for children aged 4–5 years in Group A of an Indonesian kindergarten in Tuban. A sequential explanatory mixed-method design involved 14 children and one classroom teacher. Quantitative evidence came from pretest and posttest performance assessments covering number recognition, object counting, number–quantity matching, and number sequencing; qualitative evidence came from classroom observations, a teacher interview, and documentation. Participant-level scores showed an increase in the mean total score from 8.00 (SD = 0.88) to 15.43 (SD = 0.51), with a mean change of 7.43 points. A paired-samples t-test indicated a significant difference (t(13) = 43.01, p < .001), and a Wilcoxon signed-rank robustness check reached the same conclusion (p < .001). The normalized gain based on group means was 0.93. All 14 children improved, while qualitative analysis identified increased participation, sustained attention, numeracy practice, peer interaction, and teacher scaffolding. The findings support the classroom potential of simple, adaptable digital play for early numeracy while also indicating ceiling, practice, sample-size, and single-group limitations. The study contributes context-sensitive evidence for accessible, teacher-mediated digital learning in early childhood education.]]>
