Enhancing Numeracy Skills through Animated Video-Based Learning Media Among Early Grade Elementary School Students: A Quasi-Experimental Study

Developed numeracy skills are essential for students to understand mathematical ideas and apply them to everyday problems. This study investigated whether animated video-based learning media improved the numeracy skills of third-grade elementary school students. A quasi-experimental pre-test-post-test control group design was conducted with 48 students at SD Negeri 1 Tanjung Seneng, Bandar Lampung, Indonesia, comprising 24 students in the experimental class (IIIA) and 24 students in the control class (IIIB). Data were collected using a 20-item numeracy test; all items were valid (r = 0.461–0.698 > r-table = 0.413) and the instrument demonstrated high internal consistency (Cronbach’s alpha = 0.892). The experimental group increased from a mean pre-test score of 58.13 (SD = 3.35) to 87.88 (SD = 3.30), whereas the control group increased from 57.29 (SD = 3.01) to 71.58 (SD = 2.98). Within-group paired-samples t-tests were significant for the experimental group, t(23) = 197.70, p < .001, and the control group, t(23) = 112.19, p < .001. The experimental group had a mean N-gain of 0.715 (high), and the control group had 0.336 (medium). ANCOVA indicated a significant effect of learning group on post-test numeracy scores after controlling for pre-test scores, F(1,45) = 6113.92, p < .001, partial η² = .993, with adjusted means of 87.47 and 71.98 for the experimental and control groups, respectively. These findings indicate that animated video-based learning media was substantially more effective than conventional instruction for improving students’ numeracy skills in this setting. Keywords: animation video, numeracy skill, educational technology, elementary school, quasi-experimental studies.