Navigating Learning Motivation and Self-Confidence in Early Childhood Teaching through the “ASYIK Reward” Application

Abstract

This study examines how the ASYIK Reward learning paradigm boosts early childhood learning motivation and self-confidence. A sequential explanatory mixed methods design with a quantitative phase (quasi-experimental pretest-posttest control group design) and a qualitative phase explained the quantitative findings. Participants were 100 5–6-year-olds from two early childhood education institutions, 50 in the experimental group and 50 in the control group. The experimental group used the ASYIK Reward model to learn, while the control group used traditional approaches. Children's learning motivation and self-confidence were measured using observation sheets. Quantitative data were analyzed using descriptive statistics, the Wilcoxon signed-rank test for within-group comparisons, and the Mann-Whitney U test on change scores for between-group comparisons. Qualitative data were collected through semi-structured interviews, observations, and document analysis, and analyzed using thematic analysis. Results show substantial changes in learning motivation and self-confidence between experimental and control groups. The Wilcoxon signed-rank test revealed improvement in all children in the experimental group, whereas the Mann-Whitney U test showed total separation. The quantitative improvements were explained by four qualitative themes: increased enthusiasm and participation, confidence transformation, supportive teacher facilitation, and contextual barriers and enablers. Research shows that the ASYIK Reward learning model boosts early childhood learning motivation and self-confidence. The concept fosters a joyful learning atmosphere, positive reinforcement, and active classroom engagement. The integration of quantitative and qualitative findings provides a comprehensive understanding of how and why the model works, contributing to positive reinforcement theory in early childhood education and giving educators practical strategies to create more supportive and effective learning environments.