From the expert’s review: Number learning design supports student character using the context of sweet potato balls

This article aims to describe the original mathematics learning on number material using the context of sweet potato balls in terms of the expert’s point of view. This study involved 5 experts from various disciplines, namely Indonesia Realistic Mathematics Approach (PMRI), Science, Technology, Engineering, and Mathematics (STEM), and character values, and early chidhood science. In addition, there are also 2 early chidhood teachers who also provide suggestions and input. This research method uses validation research type research development. Data collection techniques used are documentation and questionnaires. The results showed that the design made for number material with 4 activities, namely buying materials, making sweet potato balls, making playdough satay and drawing could be declared valid from various experts. This is because it is in accordance with PMRI modeling stages, meets STEM criteria, and raises characters who are at an early age. Content validation for the student worksheet instrument obtained a result of 0.8062 which was included in the high validity category. For the content validity of the lesson plan instrument with an average of 0.837 with a high validity category.