Setiyo Utoyo, Ismaniar Ismaniar, Nur Hazizah, Elsy Assari Putri, Sri Cahaya Sihombing
Early mathematics is a crucial foundation for children's cognitive development, yet teaching in early childhood education often remains conventional and less engaging. This study aimed to evaluate the practicality of an AI-based e-book designed to support mathematics learning in preschool settings. Employing an explanatory sequential mixed-methods design, quantitative data were collected from 125 preschool teachers in Padang, Indonesia, followed by qualitative interviews with 15 participants. Findings indicated high practicality across all assessed dimensions: design and layout (91.0%), purpose and usefulness (91.6%), ease of use (88.4%), clarity (89.6%), assessment and evaluation (90.4%), and AI-based interactivity (87.6%), with an overall mean score of 89.8%, classified as "Highly Practical." Qualitative insights confirmed that the e-book enhanced engagement, facilitated instructional differentiation, and aligned well with pedagogical objectives, though infrastructural barriers limited its full use in resource-constrained schools. The study highlights that practicality, grounded in the Technology Acceptance Model, is essential for ensuring adoption alongside effectiveness. The findings contribute uniquely to the literature by shifting focus toward feasibility and teacher acceptance. The study concludes that the AI-based e-book is a highly practical tool for teachers, with its successful adoption contingent on addressing infrastructural barriers to ensure equitable implementation. © 2026, Qubahan. All rights reserved.
Department of Early Childhood Teacher Education, Faculty of Education, Universitas Negeri Padang, Padang, 25132, Indonesia; Department of Nonformal Education, Faculty of Education, Universitas Negeri Padang, Padang, 25132, Indonesia
