Evaluating the Effectiveness of Backward Design in Developing Moral and Ethical Narratives within Pre-service Early Childhood Education Programs: A Mathematical Study

Abstract

Fairy tales play a vital role in fostering early childhood development. Learning to create fairy tales,
especially fairy tales that can promote morality and ethics for early childhood children, will result in
appropriate and sustainable social development for children. As well as resulting in pre-service
teachers learning meaningfully and valuablely. Able to innovate on their own individual potential
with a backward design learning model that encourages pre-service teachers and educators to know
and understand common goals. This study aims to investigate the effectiveness of using a backward
design learning approach to teach moral-ethical storytelling to pre-service teachers in early childhood
education. Specifically, it seeks to compare the story-building skills of such pre-service teachers
before and after the application of the aforementioned approach. The study sample comprises 36
second-year early childhood education students from the 2021 academic year. The literature and tales
used in the study were selected via cluster random sampling. The research instruments employed
included backward design learning plans and a morality-ethical storytelling test, with data analyzed
through average and standard deviation statistics. The findings indicate that the backward design
learning approach can develop the creation of moral and ethical tales for pre-service teacher s and the
students had higher ethical storytelling skills after the backward design learning management than
before the experiment in all aspects. Develop learning skills that can be applied in real life And see
the results that can be used in the future, along with cultivating early childhood children to grow up
to be good citizens of society with quality.