Delta-Phi: Jurnal Pendidikan Matematika, vol. 3 (1), pp. 11-14, 2025
Received 11 Desember 2024 / Published 30 April 2025
https://doi.org/10.61650/dpjpm.v2i2.46

Understanding the Role of Simulation-Based
Mathematics Learning Media in Developing
Early Childhood Cognitive Abilities
Ruly Eko Setiawan1 *, Samuel Karim2
1. SD Negeri Sidogiri Pasuruan, Indonesia
2. Ernest Bai Koroma University of Science and Technology and College of Human Resources Development Sierra Leone
E-mail correspondence to: ruly.nampank@gmail.com

Abstract
This study aims to understand the role of simulation-based mathematics
learning media in developing the cognitive abilities of early childhood. This
media is an interactive approach that utilizes a digital or virtual
environment to represent mathematical concepts in a concrete and
engaging manner for children. Through simulation, children can explore,
manipulate, and solve mathematical problems directly, thereby
encouraging active engagement and meaningful learning. Recent studies
have shown that the use of simulation media can improve conceptual
understanding, critical thinking skills, and problem-solving abilities in early
childhood. Simulation also provides an adaptive learning experience that
can be tailored to the needs and learning styles of each child, effectively
accommodating the diversity of cognitive abilities in the classroom. In
addition, simulation media supports cognitive development in accordance
with Piaget's and Vygotsky's theories, where children learn through active
interaction with the environment and guidance from adults. This study
highlights the importance of selecting and developing simulation media
that are appropriate to the cognitive developmental stage of early
childhood, as well as the need to evaluate the effectiveness of these media
through valid and reliable measuring instruments. Thus, simulation-based
mathematics learning media has the potential to be an innovative solution
in improving the quality of mathematics learning and supporting the
optimal cognitive development of early childhood.
Keywords: Learning media, cognitive abilities, early childhood

INTRODUCTION
Early childhood education is a crucial foundation for developing
children's cognitive, social, and emotional abilities (Guiney, Chou,
Vianna, & ..., 2005; Tare, Chiong, Ganea, & DeLoache, 2010; Wilkinson,
2020). One crucial aspect of children is the development of cognitive
abilities (Rittle-Johnson, 2020), particularly in mathematics (Egara, 2024;
Marshall & Swan, 2008; Wankerl, 2023). However, learning mathematics
in early childhood often faces various challenges (Rahayu, Meilani, & ...,

© 2024 author (s)

2019), both in terms of the child's developmental characteristics and the
learning methods used.
Cognitively, early childhood is in the preoperational stage according to
Jean Piaget's theory (Rohimah, 2024), where they begin to use symbols
and language, but still struggle to understand abstract concepts and
concrete logic (Erath, 2021; Khasawneh, 2023; Setiawan, 2022). This often
causes children to struggle to grasp abstract mathematical concepts, such
as numbers, shapes, and arithmetic operations (Christou, 2024; Marsigit,
2020; Yang, 2022). Furthermore, conventional learning methods, such as
practice problems and lectures, tend to be ineffective because they don't
align with children's learning characteristics, which require concrete
experiences, exploration, and direct interaction (DeLoache, Sugarman, &
Brown, 1985; Wilkinson, 2020; Zhang, 2020).
Other problems that often arise are children's lack of motivation and
interest in mathematics (Poçan, 2023), as well as internal barriers such as
learning disorders (e.g., dyscalculia) (Sheromova, 2020) and external
factors such as an unsupportive learning environment(Toma, 2025).
Therefore, innovations in media and learning methods are needed to
accommodate the needs and characteristics of early childhood
(Björklund, 2020; Qisma & Afifah, 2024; Setiawan, 2022).
The development of digital technology has opened up new opportunities
in education, including in Indonesia (Fuller, 2020; Suh, Moyer, & Heo,
2005; Weng, 2023). Data from the Central Statistics Agency in 2024 shows
that approximately 39.71% of young children in Indonesia use mobile
phones, and 35.57% have access to the internet (Kristanto Mulyono &
Yeni Apriyani, 2021). This figure has increased significantly compared to
previous years, indicating that children are increasingly familiar with
technology from an early age (Lee, 2024; Marsigit, 2020; Xu, 2022). This
presents an opportunity for educators to utilize digital media (Lestari,
Afifah, & Supriyo, 2023), including simulation-based learning media, in
mathematics teaching.

Ani Afifah, et.al Interactive Digital Media PanPinRu. Delta-Phi: Jurnal Pendidikan Matematika.

Simulation-based mathematics learning media is an innovation that
offers an interactive and enjoyable learning experience (Wang, 2025).
Through simulations, children can explore, manipulate virtual objects,
and solve problems directly in a safe and engaging digital environment
(Sümmermann, 2021; von Bülow, 2023). Various types of simulation
media have been developed, such as PhET Simulations, Flash-based
applications, 3D simulations, and educational games that integrate
mathematical elements(Codreanu, 2020; Mo, 2024; Yu, 2024).

improving the quality of mathematics learning in early childhood
education and supporting optimal children's cognitive development.

RESEARCH METHOD
2.1 Research design
This study uses a quantitative approach with a quasi-experimental
design, aiming to test the effectiveness of simulation-based
mathematics learning media in developing the cognitive abilities of
early childhood. A quasi-experimental design was chosen because in
the context of early childhood education, full randomization is often
difficult (Graham, 2020). The study will involve two groups: an
experimental group using simulation media and a control group using
conventional learning methods.

Recent research shows that the use of simulation media in
mathematics learning can improve conceptual understanding, critical
thinking skills, and problem-solving abilities in early childhood (Desnita,
2022). Simulation media also provides an adaptive learning experience,
can be tailored to the needs and learning styles of each child, and is
effective in accommodating the diversity of cognitive abilities in the
classroom. Furthermore, this media supports cognitive development in
accordance with Piaget's theory which emphasizes the importance of
concrete experiences and active exploration and Vygotsky's theory,
which highlights the role of social interaction and scaffolding in the
learning process (Robertson, 2020).

2.2 Research Subjects
The study subjects are early childhood children (4–6 years old) at the
Melati Pancing Preschool in Pancing. Subject selection was conducted
using purposive sampling, considering equitable characteristics
between the experimental and control groups, such as age, gender,
and socioeconomic background.

Despite the enormous potential of simulation media, several research
gaps and implementation challenges remain. Research specifically
addressing the use of simulation media for early childhood
mathematics learning is still limited (Shabana, 2023), particularly
regarding integration with the curriculum, technological infrastructure
readiness, and teacher training (Christou, 2024; Takaria, 2020).
Furthermore, cultural relevance and local context also need to be
considered to ensure that the media developed truly meets the needs
of Indonesian children.

2.3. Research Procedures
The preparation phase involved outreach to the school and parents
regarding the research objectives and procedures, as well as obtaining
permits and fulfilling all ethical aspects, including informed consent
from parents or guardians and assent from the children. In the pre-test
phase, children's initial cognitive abilities in both groups were
measured using valid and reliable instruments such as the Cognitive
Assessment of Young Children (CAYC) or the Developmental
Assessment on an E-Platform (DEEP), adapted to the local context.
During the treatment phase, the experimental group participated in
mathematics learning using interactive simulation media, such as
digital simulation applications, educational math games, or computerbased simulations, while the control group participated in mathematics
learning using conventional methods, such as lectures, picture books,
or physical teaching aids. This treatment was administered for 4–6
weeks, 2–3 times per week. After the treatment, in the post-test phase,
children's cognitive abilities were measured again using the same
instruments as the pre-test.

Based on the above description, developing simulation-based
mathematics learning media that are appropriate for the cognitive
developmental stages of early childhood is crucial (Qurrotaini,
Kusumawardani, & ..., n.d.). Furthermore, it is necessary to evaluate
the effectiveness of these media using valid and reliable measuring
tools to ensure that the media used truly has a positive impact on
children's cognitive development. Therefore, research on the role of
simulation-based mathematics learning media in developing the
cognitive abilities of early childhood is highly relevant and needed. The
results of this study are expected to make a tangible contribution to

Figure 1. Simulation Research Procedure

2.4 Research Instruments

children's and teachers' perceptions of the effectiveness of simulation
media.

Cognitive ability measurement instruments use tools with proven
validity and reliability, such as CAYC, DEEP, or AIM-ECD, to measure
cognitive aspects such as mathematical concept understanding, critical
thinking skills, and problem-solving (Saripah, 2023). Meanwhile,
instruments to evaluate the effectiveness of simulation media use
instruments such as the Simulation Learning Effectiveness Inventory
(SLEI) or the Simulation Effectiveness Tool (SET), which have been
adapted for early childhood contexts. These instruments aim to assess

2.5 Data Collection Techniques
Observations were conducted during the learning process to record
children's engagement, interactions, and responses to the simulation
media. Structured interviews with teachers and parents were also
conducted to obtain qualitative data regarding changes in children's
behavior and cognitive abilities. Documentation was also conducted by

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collecting children's work, progress notes, and recordings of learning
activities as supporting data.

experimental and control groups. Meanwhile, qualitative analysis
involved thematic analysis of observational and interview data to
identify patterns of change in children's behavior and learning
experiences. A mixed methods approach was used, integrating the
results of quantitative and qualitative analyses using a convergent
parallel design, to obtain a comprehensive picture of the effectiveness
of simulation media in mathematics learning for early childhood.

2.6 Data Analysis
Quantitative analysis was conducted by analyzing pre-test and posttest data using statistical tests, such as paired t-tests or ANCOVA, to
determine differences in cognitive ability improvement between the

and children's concrete understanding.
Simulation-based learning media for mathematics provides an
interactive environment that allows children to experience learning
situations as if they were real. These simulations encourage active
engagement, improve focus, and strengthen logical thinking processes.
This is a counting simulation for early childhood. The simulation
displays an image of apples, and children can count them by clicking
buttons.

RESULTS AND DISCUSSION
Early childhood cognitive development is an important foundation for
later learning. Piaget stated that children aged 4–6 are in the
preoperational stage, where their understanding develops through the
manipulation of symbols, images, and direct interaction with concrete
objects (Weinan, 2020). At this stage, simulation-based learning media
can be an effective bridge between abstract mathematical concepts

Figure 2. simulation of mathematics learning media for preschool children

In the image above, children will see a number of apples on the screen,
and each time the program is run, the number of apples will be
randomized between 1 and 5. Children can count visually while

associating the sum with the number that will be given in the next
stage. This program can be expanded with interactive number buttons,
sounds, and animated ball sounds.

Figure 3. Improvement in Early Childhood Cognitive Scores Before and After Using Simulation

The visualization results in the image above show that the
experimental group experienced a more significant increase in scores
than the control group, supporting research findings on the
effectiveness of simulation media in developing cognitive abilities in
early childhood.
Thus, the results of this study not only demonstrate the positive impact
of simulation-based mathematics learning media on cognitive abilities
in early childhood, but are also supported by data visualizations that
empirically reinforce the findings and are easily understood by various
parties.

active exploration in children's learning during the preoperational
stage (2–7 years) (Erath, 2021), and Vygotsky's theory, which highlights
the role of social interaction and scaffolding in supporting cognitive
development.
Recent studies have shown that the use of simulation media can
improve understanding of mathematical concepts, critical thinking
skills, and problem-solving abilities in early childhood. Simulations also
provide adaptive learning experiences, tailored to the needs and
learning styles of each child, effectively accommodating the diversity
of cognitive abilities in the classroom.

3.1 The Role of Simulation Media in Early Childhood Mathematics
Learning

3.2 Effectiveness of Simulation Media Compared to Conventional
Methods

Simulation-based mathematics learning media offers an innovative
approach that is highly relevant to the cognitive development needs of
early childhood. Digital or virtual simulations allow children to explore,
manipulate, and solve mathematical problems directly in a safe and
engaging environment. This aligns with Piaget's theory (Khasawneh,
2023), which emphasizes the importance of concrete experiences and

Research has shown that simulation media are not only equivalent, but
in many cases superior to conventional learning methods. Digital
simulations can improve knowledge retention, motivation, and
children's engagement in the learning process. Meta-analyses in STEM
and early childhood education show that simulation-based
interventions can increase the effectiveness of mathematics learning
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by 22–25% compared to traditional methods.
Furthermore, simulations allow children to learn through trial and error
without real-world risks, thus developing confidence and
independence in learning mathematics. Teachers and parents also
report that children who use simulation media show increased interest
and confidence in learning mathematics.

interaction with the environment and guidance from adults. Teachers
and parents also feel the benefits of simulation media in facilitating the
explanation of abstract concepts and increasing children's motivation
and confidence in learning mathematics. However, the
implementation of simulation media faces challenges such as limited
technological infrastructure, teacher readiness, and the need to adapt
content to the local cultural context. Therefore, the development and
evaluation of simulation media must be carried out continuously with
valid and reliable measuring tools.

3.3 Challenges in Implementing Simulation Media
Despite its significant benefits, implementing simulation media in Early
Childhood Education (PAUD) faces several challenges. The first
challenge is limited infrastructure, as not all PAUD institutions have
access to adequate digital devices. Furthermore, teacher readiness is
also a concern, as they require special training to optimally utilize
simulation media. Simulation designs must also be age-appropriate,
tailored to their cognitive developmental stage, with a simple interface
and relevant content. Finally, accessibility and inclusivity are crucial
factors, as simulation media must be accessible to all children,
including those with special needs.

RECOMMENDATIONS
Developing relevant and inclusive simulation media requires attention
from developers and educators to ensure it is appropriate for early
childhood cognitive development, easily accessible, and relevant to the
cultural context and local needs. Simulation content needs to be
designed with a simple, interactive, and engaging interface to facilitate
effective and enjoyable learning. Teachers also need adequate training
on the use and integration of simulation media in mathematics
learning, including technical and pedagogical aspects, as well as digital
classroom management strategies. Furthermore, improving
infrastructure and access to technology is crucial, with governments
and educational institutions needing to ensure the availability of digital
devices and internet connections so that all children can access
simulation media equally. Continuous evaluation and monitoring of the
effectiveness of simulation media need to be conducted regularly using
valid measurement tools, such as the Cognitive Assessment of Young
Children (CAYC), to make improvements and ensure a positive impact
on children's cognitive development. Collaboration with parents and
the community is also essential in supporting simulation-based
learning, by involving parents in the learning process at home and the
community in providing resources. Healthy screen time management
must be balanced to avoid negative impacts on children's socioemotional and physical development, with teachers and parents
needing to regulate duration and ensure digital activities are
educational and interactive. Thus, simulation-based mathematics
learning media not only improves mathematics learning outcomes, but
also builds a strong cognitive foundation for early childhood to face
future learning challenges.

3.4 Best Practices in Developing Simulation Media
For simulation media to be effective, developers and educators need
to consider several principles, such as interactive and engaging design
using age-appropriate visual elements, sound, and animation. It is also
crucial to provide scaffolding in the form of prompts and feedback that
help children learn gradually. Furthermore, integrating assessments
with valid and reliable measurement tools, such as CAYC or DEEP, is
crucial for objectively assessing children's cognitive development.
Finally, simulation content should be adapted to the local cultural
context to make it more relevant and understandable to children in
Indonesia.
3.5 Implications of Piaget's and Vygotsky's theories
Simulation media plays an important role in supporting Piaget's
principles by providing students with concrete experiences and
exploration opportunities. Through this media, students can
experience the concepts being studied for themselves, allowing them
to develop a deeper and more meaningful understanding (Graham,
2020; Khasawneh, 2023; Nasution, 2020). Apart from that, simulation
media also applies Vygotsky principles by offering collaborative
features and digital scaffolding. This feature helps students interact
and collaborate with their peers, further enriching the learning
experience.
In the learning context, students can study independently or together
with peers, while receiving guidance from the teacher who functions
as a facilitator. The teacher's role in this situation is to provide guidance
and support where necessary, while encouraging students to explore
and find their own solutions. In this way, students can develop critical
and creative thinking skills, as well as build confidence in their ability to
learn and solve problems.

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Based on research findings on the role of simulation-based
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