Effect of the Fun Mathematics Educational Game on the Arithmetic Operation Skills of Children with Dyscalculia

Hanaa Nuur Aliifah; Donni Prakosha; Gunarhadi

doi:10.36456/special.vol5.no1.a9131

Authors

Hanaa Nuur Aliifah Universitas Sebelas Maret, Indonesia
Donni Prakosha Universitas Sebelas Maret, Indonesia
Gunarhadi Universitas Sebelas Maret, Indonesia

DOI:

https://doi.org/10.36456/special.vol5.no1.a9131

Keywords:

Educational game, fun mathematics, dyscalculia, arithmetic operations

Abstract

Students with dyscalculia often struggle to complete math tasks, particularly arithmetic operations involving whole numbers. Therefore, specialized learning methods are necessary, including using the educational game fun mathematics. This study aims to determine the impact of the educational game Fun Mathematics on the ability to perform arithmetic operations with whole numbers in children with dyscalculia. The research method used is experimental with a Group Pretest-Posttest Design. Data analysis was conducted using the Wilcoxon Signed-Rank Test, derived from the pretest and posttest results. The study results show that the average pretest score is 47.43, and the average posttest score is 72.57. This indicates a significant difference in the ability to perform arithmetic operations with whole numbers before and after being given the Fun Mathematics educational game. The T-test analysis results show a significance value of 0.016, indicating that the significance value is less than 0.05. Thus, Ho is rejected, and Ha is accepted. Therefore, it can be concluded that the Fun Mathematics educational game affects the ability to perform arithmetic operations with whole numbers in fourth-grade students with dyscalculia at Al Firdaus Elementary School, Surakarta

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