Systematic Literature Review: The Effect of Educational Media on Improving Numeracy Literacy in Early Childhood
DOI:
https://doi.org/10.26877/paudia.v15i1.2970Keywords:
Educational Media, Numeracy Literacy, Early Childhood, Systematic Literature ReviewAbstract
Numeracy literacy in early childhood needs to be strengthened from an early age because it forms the foundation for quantitative thinking to understand numbers, patterns, and simple decision-making. This study aims to systematically review the contribution of educational media to early childhood numeracy literacy and map the types of media and implementation conditions associated with better outcomes. The study was conducted using the PRISMA 2020 framework through the stages of identification, screening, eligibility, and inclusion. A search on Scopus and ScienceDirect, with ResearchGate as a complementary source for full-text tracking, yielded 450 records; 80 articles were reviewed in full text and 20 empirical studies met the inclusion criteria (2019–2025; Indonesian/English language; full text available; early childhood participants; measurable numeracy outcomes). The synthesis revealed three dominant media categories concrete media, visual/digital media, and do-it-yourself (DIY) media and the majority of studies reported improvements in early numeracy indicators. Media tended to be more effective when integrated into active learning, allowing for manipulation/visual representation and feedback, and supported by consistent teacher/parent guidance. This review proposes an operational taxonomy (concrete–visual/digital–DIY) linked to numeracy indicators and implementation conditions, but generalizations and causal claims need to be cautious due to study heterogeneity.
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