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All Journal Jurnal Ilmiah Ilmu Terapan Universitas Jambi Jurnal Pendidikan Progresif
Siswono, Tatag Eko Yuli
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Education Engineering Industrial & Manufacturing Engineering

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Using Predictive Storybooks to Foster Backward Counting: An Explanatory Sequential Study in Indonesian Kindergartens Widayati, Sri; Simatupang, Nurhenti Dorlina; Wiryanto, Wiryanto; Siswono, Tatag Eko Yuli; Blazic, Milena Mileva
Jurnal Pendidikan Progresif Vol 15, No 4 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i4.pp2258-2274

Abstract

Using Predictive Storybooks to Foster Backward Counting: An Explanatory Sequential Study in Indonesian Kindergartens. Objectives: This study aims to examine the effectiveness of the storybook "10 Bottles of Milk " as a learning medium for backward counting and to explore teachers' perceptions of its implementation. Methods: The study used a mixed-methods explanatory sequential design. Quantitatively, a pretest–posttest design was used with 150 kindergarten children from 10 institutions (A–J) in Surabaya, Indonesia, each comprising 15 children. The instrument, a backward counting test, was analyzed using the Wilcoxon Signed-Rank Test. Qualitatively, interviews were conducted with 10 prospective teachers who carried out storytelling activities using the "10 Bottles of Milk" ledger and analyzed using a theme, accompanied by a word cloud visualization (word cloud) to capture the dominant word concept. Findings: The quantitative results showed an increase of 2.66 points in the average score from the pretest to the posttest (p < 0.001), indicating that the storybook "10 Bottles of Milk " had a significant effect on children's backward counting ability. The qualitative results show that the storybook of 10 Bottles of Milk effectively makes children understand the concept of counting back from 10-1. The results of quantitative and qualitative research consistently confirm that the storybook "10 Bottles of Milk " is an effective learning medium for backward counting in early childhood. Conclusion: Overall, the combination of quantitative and qualitative results indicates that the storybook "10 Bottles of Milk" is an effective learning medium for stimulating backward counting skills in early childhood. The use of predictive books with attractive visuals encourages children's active involvement in storytelling activities and supports the development of early numeracy in kindergarten.Keywords: mixed method, explanatory sequential, backwards counting, early childhood.
EXAMINING THE RELATIONSHIP AMONG BELIEFS, PEDAGOGICAL-MATHEMATICAL KNOWLEDGE, AND EARLY NUMERACY INSTRUCTION IN PRE-SERVICE TEACHERS: AN EXPLORATORY SEQUENTIAL MIXED-METHODS STUDY Widayati, Sri; Siswono, Tatag Eko Yuli; Wiryanto, Wiryanto; Mariana, neni; Wahyuni, Molli; Ekawati,, Rooselyna
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 10 No. 2 (2026): Volume 10, Nomor 2, April 2026
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v10i2.54107

Abstract

Early numeracy provides a foundation for later mathematical learning, yet early instruction often falls short of developmental expectations. This exploratory sequential mixed-methods study examined how pre-service early childhood teachers' belief orientations and pedagogical-mathematical knowledge jointly relate to instructional practice in early numeracy. In Phase I, six pre-service teachers were purposively selected and studied through interviews, lesson-plan analysis, and teaching observation. Cross-case thematic analysis identified three dominant belief orientations, namely instrumentalist, Platonist, and problem-solving, together with hybrid profiles that revealed uneven links between symbolic and contextual approaches. In Phase II, 182 pre-service teachers from three public universities in East Java completed an expert-reviewed and empirically screened 90-item questionnaire measuring belief orientation, pedagogical-mathematical knowledge, and self-reported instructional practice. The integrated regression model explained 73.4% of the variance in instructional practice (R2 = 0.734, p < .001). Both belief orientation (β = 0.328, p < .001) and pedagogical-mathematical knowledge (β = 0.568, p < .001) significantly predicted practice, with pedagogical-mathematical knowledge emerging as the stronger predictor. The integrated findings suggest that beliefs shape pedagogical direction, whereas pedagogical-mathematical knowledge determines how effectively that direction can be enacted. The study contributes to the literature by showing that the belief-practice relationship in early numeracy is best understood as an enactment issue: beliefs orient teaching, but knowledge enables meaningful classroom implementation. The findings imply that teacher education should move beyond efforts to reshape beliefs alone and invest more systematically in topic-specific pedagogical knowledge of number concepts, representations, misconceptions, and scaffolding
Co-Authors Blazic, Milena Mileva Ekawati,, Rooselyna Molli Wahyuni Neni Mariana Nurhenti Dorlina Simatupang Sri Widayati Wiryanto Wiryanto