Constructing an Adaptive Learning Framework Integrating STEAM–Gamification for Numeracy and Computational Thinking in Remote Indonesian Elementary Schools

Masnur Masnur (Department of Primary Education, Universitas Muhammadiyah Enrekang)
Nadar Nadar (Department of Primary Education, Universitas Muhammadiyah Enrekang)
Saleha Saleha (Department of Primary Education, Universitas Muhammadiyah Enrekang)

Jurnal Pendidikan Progresif
Vol 16, No 4 (2026): Jurnal Pendidikan Progresif

This study aimed to construct and validate the design of an adaptive learning framework that integrates STEAM–gamification principles with Zone of Proximal Development (ZPD)–Item Response Theory (IRT) to simultaneously develop numeracy literacy and computational thinking among elementary school students in Indonesia’s 3T (remote, frontier, underdeveloped) regions. A mixed-methods sequential exploratory design integrated with Design-Based Research (DBR) was applied over eight months in Pinrang Regency, South Sulawesi, across 10 schools in the qualitative phase and 20 schools in the quantitative phase. Qualitative data were drawn from interviews and focus group discussions with 30 teachers, 10 principals, 30 students, and 20 stakeholders, alongside 30 classroom observations; quantitative data were collected from 300 Grade IV–V students and 60 teachers using structured surveys, IRT-calibrated diagnostic tests (3PL; α = .83), and an ICT infrastructure audit. The framework synthesized qualitative and quantitative findings into four integrated layers: Pedagogical (STEAM), Motivational (gamification), Adaptive (ZPD–IRT), and Assessment (computational thinking + numeracy). Expert design validation employed LORI, Aiken’s V, and Fleiss’ Kappa with eight domain specialists. The needs analysis showed that 85% of teachers relied exclusively on conventional instruction, 78% identified a strong need for interactive learning media, and only 30% of schools had adequate ICT infrastructure. The composite numeracy mean was 50.1/100 and the computational thinking mean was 48.3/100, with geometry the weakest numeracy domain (34.7). Economic feasibility yielded a benefit-cost ratio of 1.42, a positive NPV, and an internal rate of return of 18.3%. Expert design validation yielded a LORI mean of 4.38/5, a Fleiss’ Kappa of 0.74, and an Aiken’s V of 0.79, all exceeding acceptability thresholds. The four-layer adaptive framework, among the first to integrate STEAM, gamification, ZPD–IRT adaptive learning, and computational thinking as a coherent system for Indonesia’s 3T elementary schools, provides a replicable theoretical model and an expert-validated design basis for subsequent product development and efficacy trials Keywords: adaptive learning framework, STEAM–gamification, numeracy literacy, computational thinking, 3T elementary schools.