| dc.description.abstract | Mathematics learning in elementary school plays a fundamental role in developing
students’ logical thinking and numeracy skills. However, conventional learning methods that
rely on repetitive exercises often reduce students’ engagement and motivation. Digital game-
based learning offers an alternative approach by integrating instructional content into
interactive gameplay. In addition, the ethnomathematics perspective emphasizes the
importance of connecting mathematical concepts with cultural contexts to enhance meaningful
learning. One traditional Indonesian game that contains strong mathematical elements is
Dakon, which involves counting, comparison, and distribution activities.
This study aims to develop and evaluate the functionality and user perception of a digital
Dakon-based mathematics learning game for third-grade elementary school students using the
ADDIE instructional design model, which consists of analysis, design, development,
implementation, and evaluation stages. The game was developed as an Android-based
application using the Unity game engine and integrates arithmetic questions directly into
gameplay across three levels of difficulty. A rule-based artificial intelligence (AI) opponent
was implemented to support interactive single-player gameplay.
System functionality was evaluated using black-box testing, while user evaluation was
conducted through a questionnaire consisting of 13 items measured using a five-point Likert
scale, covering aspects of usability, attractiveness, perceived learning support, and user
acceptance. The evaluation involved 20 third-grade students from MI Fajar Siddiq Elementary
School. The results of black-box testing indicated that all system features operated according
to the expected behavior. The questionnaire-based evaluation results showed an overall mean
score of 4.25 with a feasibility percentage of 85%, categorized as highly feasible. The reliability
analysis produced a Cronbach’s alpha value of 0.88, indicating strong internal consistency of
the evaluation instrument.
The results indicate that the developed digital Dakon game is perceived as a feasible and
engaging learning medium for third-grade elementary students. The integration of cultural
context, structured instructional design, and gameplay mechanics shows potential to support
students’ motivation and learning experience. However, this study evaluates user perception
and system functionality, and does not measure actual learning outcomes through experimental
methods. | en_US |
