Development of a Scratch-Based Learning Application for Arithmetic Operations: An ADDIE Model Approach
DOI:
https://doi.org/10.65820/ejes-16vol2-issue2-2026Keywords:
Scratch, ADDIE model, Mathematics education, Arithmetic operations, Educational game developmentAbstract
Purpose: This study developed a Scratch-based learning application for teaching the four basic arithmetic operations using the Analysis, Design, and Development phases of the ADDIE model. It also examined stakeholders' perceptions of the application's interface, instructional content, and game mechanics before classroom implementation.
Methodology: A design and development research approach was adopted using the ADDIE instructional design framework. A Scratch-based application was developed, and qualitative data were collected through semi-structured interviews with four purposively selected stakeholders comprising a university lecturer, two Master of Education students, and an elementary school principal. Responses were analysed descriptively by identifying areas of agreement and disagreement.
Results: The Analysis stage identified declining student motivation as the primary instructional problem, guiding the application's visual design, game structure, and feedback mechanisms. Respondents agreed that the interface was intuitive and that colour and image-based visualisation improved content clarity. They also recommended teacher guidance, progressive learning tasks, peer collaboration, and improvements in device compatibility, reward mechanisms, and code maintainability before classroom implementation.
Novelty and Contribution: The study extends Scratch-based mathematics research by documenting the instructional development process prior to implementation and highlighting technical deployment considerations that have received limited attention in previous studies.
Practical and Social Implications: The findings provide practical guidance for educators and instructional designers developing Scratch-based mathematics applications and support the integration of interactive digital tools into elementary mathematics through systematic instructional design and stakeholder-informed refinement.
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Copyright (c) 2026 Novia Setyoningtyas, Sri Utaminingsih, Ahmad Hariyadi (Author)
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This article is licensed under a Creative Commons Attribution 4.0 International License.
