Sari Rahayu, Nurul Yaqin, Iswahyu Pranawukir, Dipa Teruna Awaludin, Mardiati Mardiati

Effectiveness of Digital Game Based Learning on Improving Numeracy Literacy of Elementary School Students

Introduction

Effectiveness of digital game based learning on improving numeracy literacy of elementary school students. Explore the effectiveness of digital game-based learning (DGBL) in boosting elementary school students' numeracy literacy. Our study found DGBL significantly enhances math understanding and engagement.

Abstract

This study aims to analyze the effectiveness of digital game based learning (DGBL) in improving elementary school students' numeracy literacy. Numeracy literacy, which encompasses the ability to understand, interpret, and apply mathematical concepts in everyday life, is one of the fundamental competencies emphasized in 21st-century education curricula. However, national evaluation results indicate that many elementary school students struggle to deeply understand numerical concepts. To address this challenge, this study proposes a digital game-based learning approach as an innovative strategy to enhance students' motivation to learn and their active engagement. This study employed a quasi-experimental design with a pretest-posttest control group. The research sample consisted of 60 fifth-grade students, who were divided into an experimental group and a control group. The experimental group used interactive, digital, game-based learning media, while the control group used conventional, lecture-based methods and practice problems. The research instrument was a numeracy literacy test that was validated by experts and tested for reliability. Paired and independent sample t-tests were conducted to analyze significant improvements and differences between the two groups. The results showed a significant increase in numeracy literacy scores in the experimental group compared to the control group. Additionally, students in the experimental group demonstrated increased interest in learning mathematics and greater involvement in the learning process. These findings suggest that implementing DGBL can effectively enhance elementary school students' numeracy literacy in a fun, interactive, and contextual manner.

Review

This study addresses a pertinent and critical issue in elementary education: the improvement of numeracy literacy, a foundational skill for 21st-century learners. The authors propose Digital Game Based Learning (DGBL) as an innovative approach to tackle the identified shortcomings in students' understanding of numerical concepts. Employing a well-structured quasi-experimental design with pretest-posttest control groups, the research meticulously compared the outcomes of DGBL against conventional teaching methods among fifth-grade students. The findings convincingly demonstrate a significant enhancement in numeracy literacy scores within the experimental group, alongside reported increases in student motivation and engagement, underscoring the potential of DGBL as an effective pedagogical tool. While the study presents compelling evidence, further clarification on certain methodological aspects would enhance its robustness and interpretability. The abstract mentions "interactive, digital, game-based learning media," but a more detailed description of the specific games or learning platforms used, including their design principles and how they directly addressed numeracy concepts, would be invaluable. Similarly, insights into the duration of the intervention and the specific content covered by both the DGBL and conventional methods would strengthen the comparison. Given the quasi-experimental design, a brief discussion on potential confounding variables or how group equivalency was established beyond the pretest scores would also be beneficial for assessing the generalizability of the findings beyond the specific sample of 60 students. Elaboration on how the "increased interest and involvement" were measured (e.g., through observation, surveys, or qualitative data) would also add depth to these important secondary findings. Despite these points for consideration, this study makes a significant contribution to the growing body of literature on educational technology and its impact on foundational skills. The clear demonstration of DGBL's effectiveness in improving numeracy literacy and fostering student engagement provides strong justification for its broader integration into elementary curricula. Future research could build upon these findings by exploring the long-term retention of numeracy skills, investigating the specific game features most conducive to learning, or examining the effectiveness of DGBL across diverse socioeconomic and cultural contexts. Overall, this paper offers a promising and well-supported argument for leveraging digital games to make mathematics learning more accessible, enjoyable, and ultimately, more effective for young learners.

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