The effect of traditional congklak game-based learning on the numeracy achievement of second-grade elementary students

Beti Istanti Suwandayani; Lala Jelita Ananda; Rivatul Ridho Elvierayani; Erna Yayuk; Dyah Worowirastri Ekowati; Trisniawati; Zulkifley Bin Mohamed

doi:10.33578/jpfkip.v15i1.1-14

Authors

Beti Istanti Suwandayani Universitas Muhammadiyah Malang, Malang, Indonesia Author
Lala Jelita Ananda Universitas Negeri Medan, Medan, Indonesia Author
Rivatul Ridho Elvierayani Universitas Islam Lamongan, Lamongan, Indonesia Author
Erna Yayuk Universitas Muhammadiyah Malang, Malang, Indonesia Author
Dyah Worowirastri Ekowati Universitas Muhammadiyah Malang, Malang, Indonesia Author
Trisniawati Universitas Sarjanawiyata Tamansiswa, Yogyakarta, Indonesia Author
Zulkifley Bin Mohamed Universiti Pendidikan Sultan Idris (UPSI), Tanjung Malim, Malaysia Author

DOI:

https://doi.org/10.33578/jpfkip.v15i1.1-14

Keywords:

congklak, elementary students, game-based learning, numeracy, second-grade

Abstract

This study examines the effect of traditional game-based learning with Congklak on numeracy achievement among second-grade elementary students. The study addresses the limited availability of experimental evidence on culturally grounded, non-digital games for early numeracy instruction. A pre-test–post-test control-group design was employed with 60 students (aged 7–8 years) from a public elementary school in Indonesia. Participants were assigned to either an experimental group receiving Congklak-based numeracy instruction or a control group receiving conventional textbook-based instruction for four weeks. Numeracy achievement was measured using the Numeracy Achievement Test (NAT), consisting of 30 dichotomously scored items covering number recognition, counting skills, and logical reasoning (score range 0–100; reliability coefficient α = 0.82). Data were analyzed using paired-samples and independent-samples t-tests. Results indicated significant pre-test–post-test improvement in both groups (p < .001). However, the experimental group achieved higher post-test scores (M = 78.47, SD = 6.92) than the control group (M = 66.13, SD = 7.25), with a statistically significant between-group difference, t (58) = 4.96, p < .001, d = 1.27. These findings suggest that integrating traditional Congklak-based activities into mathematics instruction can support early numeracy development through culturally responsive and play-based learning experiences.

Views: 1085Downloads: 553

Downloads

Download data is not yet available.

References

Akman, E., & Çakır, R. (2020). The effect of educational virtual reality game on primary school students’ achievement and engagement in mathematics. Interactive Learning Environments, 31(3), 1467–1484. https://doi.org/10.1080/10494820.2020.1841800 DOI: https://doi.org/10.1080/10494820.2020.1841800

Aliriad, H., Adi, S., Manullang, J. G., Endrawan, I. B., & Satria, M. H. (2024). Improvement of Motor Skills and Motivation to Learn Physical Education Through the Use of Traditional Games. Physical Education Theory and Methodology, 24(1), 32–40. https://doi.org/10.17309/tmfv.2024.1.04 DOI: https://doi.org/10.17309/tmfv.2024.1.04

Bang, H., Li, L., & Flynn, K. (2022). Efficacy of an Adaptive Game-Based Math Learning App to Support Personalized Learning and Improve Early Elementary School Students’ Learning. Early Childhood Education Journal. https://doi.org/10.1007/s10643-022-01332-3 DOI: https://doi.org/10.1007/s10643-022-01332-3

Barz, N., Benick, M., Dörrenbächer-Ulrich, L., & Perels, F. (2023). The Effect of Digital Game-Based Learning Interventions on Cognitive, Metacognitive, and Affective-Motivational Learning Outcomes in School: A Meta-Analysis. Review of Educational Research. https://doi.org/10.3102/00346543231167795 DOI: https://doi.org/10.3102/00346543231167795

Chasanah, C., Riyadi, R., & Usodo, B. (2020). The Effectiveness of Learning Models on Written Mathematical Communication Skills Viewed from Students’ Cognitive Styles. European Journal of Educational Research, volume-9-2020(volume-9-issue-3-july-2020), 979–994. https://doi.org/10.12973/eu-jer.9.3.979 DOI: https://doi.org/10.12973/eu-jer.9.3.979

Diana, H. A., & Saputri, V. (2021). Model Project Based Learning Terintegrasi Steam Terhadap Kecerdasan Emosional Dan Kemampuan Berpikir Kritis Siswa Berbasis Soal Numerasi. Numeracy. https://doi.org/10.46244/NUMERACY.V8I2.1609 DOI: https://doi.org/10.46244/numeracy.v8i2.1609

Gudadappanavar, A. M., Benni, J. M., & Javali, S. (2021). Effectiveness of the game-based learning over traditional teaching–learning strategy to instruct pharmacology for Phase II medical students. Journal of Education and Health Promotion.

https://doi.org/10.4103/jehp.jehp_624_20 DOI: https://doi.org/10.4103/jehp.jehp_624_20

Hartanto, D., Kusmaedi, N., Mamun, A., & Abduljabar, B. (2021). Integrating Social Skills in Traditional Games with Physical Education Interventions. International Journal of Human Movement and Sports Sciences, 9(5), 921–928. https://doi.org/10.13189/saj.2021.090513 DOI: https://doi.org/10.13189/saj.2021.090513

Hui, H. B., & Mahmud, M. S. (2023). Influence of game-based learning in mathematics education on the students’ cognitive and affective domain: A systematic review. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1105806 DOI: https://doi.org/10.3389/fpsyg.2023.1105806

Jannah, M., Suryandari, K., Nurjanah, S., Muhtadin, L., Maftuhah Hidayati, Y., & Desstya, A. (2023). Analisis Etnomatematik Dalam Permainan Congklak Sebagai Media Pembelajaran Bangun Datar Dan Bangun Ruang Di Sekolah Dasar. Pendas : Jurnal Ilmiah Pendidikan Dasar, 8(1), 3818–3821. https://doi.org/10.23969/jp.v8i1.8669 DOI: https://doi.org/10.23969/jp.v8i1.8669

Khaleel, F. L., Ashaari, N. S., & Wook, T. (2020). The impact of gamification on students learning engagement. International Journal of Electrical and Computer Engineering (IJECE). https://doi.org/10.11591/IJECE.V10I5.PP4965-4972 DOI: https://doi.org/10.11591/ijece.v10i5.pp4965-4972

Khoiri, N., Ristanto, S., & Kurniawan, A. F. (2023). Project-Based Learning Via Traditional Game in Physics Learning: Its Impact on Critical Thinking, Creative Thinking, and Collaborative Skills. Jurnal Pendidikan IPA Indonesia, 12(2), 286–292. https://doi.org/10.15294/jpii.v12i2.43198 DOI: https://doi.org/10.15294/jpii.v12i2.43198

Kogoya, T., Mutohir, C., Pramono, M., Kristiyanto, A., Putro, B. N., Ali, S. K. S., Karakauki, M., Sukarmin, Y., Sutapa, P., Festiawan, R., Pratama, K. W., Permadi, A. A., Sonjaya, A. R., & Trisnadi, R. A. (2023). Developing the Value of Peace in Sport, Health, and Physical Education Lecture through Traditional Games. International Journal of Human Movement and Sports Sciences, 11(2), 268–275. https://doi.org/10.13189/saj.2023.110202 DOI: https://doi.org/10.13189/saj.2023.110202

Lei, H., Chiu, M. M., Wang, D., Wang, C., & Xie, T. (2022). Effects of Game-Based Learning on Students’ Achievement in Science: A Meta-Analysis. Journal of Educational Computing Research, 60(6), 1373–1398. https://doi.org/10.1177/07356331211064543 DOI: https://doi.org/10.1177/07356331211064543

Lestari, F. P., Ahmadi, F., & Rochmad, R. (2021). The implementation of mathematics comic through contextual teaching and learning to improve critical thinking ability and character. European Journal of Educational Research, 10(1), 497–508. https://doi.org/10.12973/EU-JER.10.1.497 DOI: https://doi.org/10.12973/eu-jer.10.1.497

Lidinillah, D. A. M., Rahman, R., Wahyudin, W., & Aryanto, S. (2022). Integrating Sundanese Ethnomathematics Into Mathematics Curriculum And Teaching: A Systematic Review From 2013 To 2020. Infinity Journal, 11(1), 33. https://doi.org/10.22460/infinity.v11i1.p33-54 DOI: https://doi.org/10.22460/infinity.v11i1.p33-54

Lin, Y.-T., & Cheng, C.-T. (2022). Effects of Technology-Enhanced Board Game in Primary Mathematics Education on Students’ Learning Performance. Applied Sciences, 12(22), 11356. https://doi.org/10.3390/app122211356 DOI: https://doi.org/10.3390/app122211356

Murtagh, E. M., Sawalma, J., & Martin, R. (2022). Playful maths! The influence of play-based learning on academic performance of Palestinian primary school children. Educational Research for Policy and Practice, 21(3), 407–426. https://doi.org/10.1007/s10671-022-09312-5 DOI: https://doi.org/10.1007/s10671-022-09312-5

Muslimin. (2020). Learning integers with realistic mathematics education approach based on islamic values. Journal on Mathematics Education, 11(3), 363–384. https://doi.org/10.22342/JME.11.3.11721.363-384 DOI: https://doi.org/10.22342/jme.11.3.11721.363-384

Pathuddin, H., Kamariah, K., & Nawawi, M. I. (2021). Buginese Ethnomathematics: Barongko Cake Explorations As Mathematics Learning Resources. Journal on Mathematics Education, 12(2), 295–312. https://doi.org/10.22342/jme.12.2.12695.295-312 DOI: https://doi.org/10.22342/jme.12.2.12695.295-312

Pranata, S. P. (2022). The Influence of Lecturer Competence, Lecturer Creativity, and Utilization of E-Learning Media (E-MTU) on Student Understanding at Universitas Mahkota Tricom …. Enrichment: Journal of Management.

Pranata, S. P., & Husain, H. (2022). Pembuatan Mural Islami Sebagai Sarana Edukasi Pada Pesantren Taruna Alqolam Creation Of Islamic Murals As A Means of Education The Alqolam Taruna Islamic Boarding School Universitas Mahkota Tricom Unggul , Medan , Indonesia Institut Turatea Indonesia , Ma. 2(1), 96–104. DOI: https://doi.org/10.55606/nusantara.v2i1.2695

Pratama, R. A., & Yelken, T. Y. (2024). Effectiveness of ethnomathematics-based learning on students’ mathematical literacy: a meta-analysis study. Discover Education, 3(1). https://doi.org/10.1007/s44217-024-00309-1 DOI: https://doi.org/10.1007/s44217-024-00309-1

Rais, R., Sitorus, N., & Pranata, S. P. (2025). Kurikulum Pendidikan di Indonesia : Menjawab Kebutuhan Global di Tengah Tantangan Lokal. 6(3), 2329–2339. DOI: https://doi.org/10.38035/jmpis.v6i3.4542

Ramani, G. B., Daubert, E. N., Lin, G. C., Kamarsu, S., Wodzinski, A., & Jaeggi, S. M. (2019). Racing dragons and remembering aliens: Benefits of playing number and working memory games on kindergartners’ numerical knowledge. Developmental Science, 23(4). https://doi.org/10.1111/desc.12908 DOI: https://doi.org/10.1111/desc.12908

Risdiyanti, I., & Prahmana, R. C. I. (2020). The Learning Trajectory Of Number Pattern Learning Using Barathayudha War Stories And Uno Stacko. Journal on Mathematics Education, 11(1), 157–166. https://doi.org/10.22342/jme.11.1.10225.157-166 DOI: https://doi.org/10.22342/jme.11.1.10225.157-166

Setyowati, E., Hidayati, I. S., & Hermawan, T. (2020). Pengaruh Penggunaan Multimedia Interaktif Terhadap Pemahaman Konsep Dalam Pembelajaran Matematika Di MTs Darul Ulum Muhammadiyah Galur. Intersections, 5(2), 26–37. DOI: https://doi.org/10.47200/intersections.v5i2.553

Shahbari, J. A., & Daher, W. (2020). Learning Congruent Triangles through Ethnomathematics: The Case of Students with Difficulties in Mathematics. Applied Sciences, 10(14), 4950. https://doi.org/10.3390/app10144950 DOI: https://doi.org/10.3390/app10144950

Siregar, N. C., Rosli, R., & Maat, S. M. (2020). The Effects of a Discovery Learning Module on Geometry for Improving Students’ Mathematical Reasoning Skills, Communication and Self-Confidence. International Journal of Learning, Teaching and Educational Research, 19(3), 214–228. https://doi.org/10.26803/ijlter.19.3.12 DOI: https://doi.org/10.26803/ijlter.19.3.12

Sudarmin, S., Pujiastuti, R. S. E., Asyhar, R., Tri Prasetya, A., Diliarosta, S., & Ariyatun, A. (2023). Chemistry project-based learning for secondary metabolite course with ethno-STEM approach to improve students’ conservation and entrepreneurial character in the 21st century. Journal of Technology and Science Education, 13(1), 393. https://doi.org/10.3926/jotse.1792 DOI: https://doi.org/10.3926/jotse.1792

Suryadi, D., Nasrulloh, A., Yanti, N., Ramli, R., Fauzan, L. A., Kushartanti, B., Sumaryanti, S., Suhartini, B., Budayati, E. S., Arovah, N., Mashud, M., Suganda, M., Sumaryanto, S., Sutapa, P., Abdullah, N. M. bin, & Fauziah, E. (2023). Stimulation of motor skills through game models in early childhood and elementary school students: systematic review in Indonesia. Retos. https://doi.org/10.47197/retos.v51.101743 DOI: https://doi.org/10.47197/retos.v51.101743

Susanta, A., Sumardi, H., Susanto, E., & Retnawati, H. (2023). Mathematics literacy task on number pattern using Bengkulu context for junior high school students. Journal on Mathematics Education, 14(1), 85–102. https://doi.org/10.22342/jme.v14i1.pp85-102 DOI: https://doi.org/10.22342/jme.v14i1.pp85-102

Susanti, E. (2020). Eksplorasi Etnomatematika Konsep Operasi Hitung dalam Permainan Tradisional Kempreng. https://doi.org/10.24014/SJME.V6I1.10025

SUSANTİ, E. (2021). Ethnomathematics: Mathematical Concept in the Local Game of Tong Tong Galitong Ji for High School. Participatory Educational Research, 8(1), 219–231. https://doi.org/10.17275/per.21.12.8.1 DOI: https://doi.org/10.17275/per.21.12.8.1

Suyitno. (2021). Instructional Leadership of School Principals and Their Schools’ National Achievement Test Performance: A Search of Relationship. Center for Open Science. https://doi.org/10.31219/osf.io/hbqr8 DOI: https://doi.org/10.31219/osf.io/hbqr8

Syamsuddin, A., Babo, R., & Rahman, S. (2021). Mathematics learning interest of students based on the difference in the implementation of model of thematic learning and character-integrated thematic learning. European Journal of Educational Research, 10(2), 581–591. https://doi.org/10.12973/EU-JER.10.2.581 DOI: https://doi.org/10.12973/eu-jer.10.2.581

Thai, K.-P., Bang, H. J., & Li, L. (2021). Accelerating Early Math Learning with Research-Based Personalized Learning Games: A Cluster Randomized Controlled Trial. Journal of Research on Educational Effectiveness, 15(1), 28–51. https://doi.org/10.1080/19345747.2021.1969710 DOI: https://doi.org/10.1080/19345747.2021.1969710

Toharudin, U., Kurniawan, I. S., & Fisher, D. (2021). Sundanese Traditional Game ‘Bebentengan’ (Castle): Development of Learning Method Based On Sundanese Local Wisdom. European Journal of Educational Research, volume-10-2021(volume-10-issue-1-january-2021), 199–209. https://doi.org/10.12973/eu-jer.10.1.199 DOI: https://doi.org/10.12973/eu-jer.10.1.199

Toheri, T., Winarso, W., & Haqq, A. A. (2020). Where Exactly for Enhance Critical and Creative Thinking: The Use of Problem Posing or Contextual Learning. European Journal of Educational Research, volume-9-2020(volume-9-issue-2-april-2020), 877–887. DOI: https://doi.org/10.12973/eu-jer.9.2.877

Wardoyo, C., Satrio, Y. D., Narmaditya, B. S., & Wibowo, A. (2021). Do technological knowledge and game-based learning promote students achievement: lesson from Indonesia. Heliyon, 7(11), e08467. https://doi.org/10.1016/j.heliyon.2021.e08467 DOI: https://doi.org/10.1016/j.heliyon.2021.e08467

Wijaya, A., Elmaini, E., & Doorman, M. (2021). A Learning Trajectory For Probability: A Case Of Game-Based Learning. Journal on Mathematics Education, 12(1), 1–16. https://doi.org/10.22342/jme.12.1.12836.1-16 DOI: https://doi.org/10.22342/jme.12.1.12836.1-16

Wijaya, T. T. (2022). Factors influencing microgame adoption among secondary school mathematics teachers supported by structural equation modelling-based research. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.952549 DOI: https://doi.org/10.3389/fpsyg.2022.952549

Yantoro, Y., Kurniawan, D. A., & Silvia, N. (2021). Implementation of the Congklak Traditional Game in Madrasah Ibtidaiyah and Elementary School. Jurnal Pendidikan Agama Islam, 18(2), 407–430. https://doi.org/10.14421/jpai.2021.182-11 DOI: https://doi.org/10.14421/jpai.2021.182-11

Yoda, I. K., Festiawan, R., Ihsan, N., & Okilanda, A. (2024). Effectiveness of motor learning model based on local wisdom in improving fundamental skills. Retos, 57, 881–886. https://doi.org/10.47197/retos.v57.106807 DOI: https://doi.org/10.47197/retos.v57.106807

Yusuf, F. A. (2023). Meta-Analysis: The Influence of Local Wisdom-Based Learning Media on the Character of Students in Indonesia. International Journal of Educational Methodology, 9(1), 237–248. https://doi.org/10.12973/ijem.9.1.237 DOI: https://doi.org/10.12973/ijem.9.1.237