Differences in Numeracy Skills of Children Aged 5-6 Years Between Mathventure Games and Conventional Learning
DOI:
https://doi.org/10.17977/um065.v7.i5.2027.10Keywords:
Games, Numbers, Numeracy, SkillsAbstract
This study aims to examine the influence of the Mathventure game on the numeracy skills of children aged 5-6 years in the domains of numbers, patterns, and spaces. This quantitative research used a quasi-experimental Nonequivalent Control Group Design with 40 children from two kindergartens in East Surabaya. Data were collected through structured observation using an observation instrument with a rating scale and analyzed descriptively and inferentially (Independent Sample T-Test/Mann-Whitney U). The posttest mean total score was 25.90 in the experimental group and 19.85 in the control group, with a very large effect size (Cohen’s d = 2.81 for the total score and 1.41-1.82 across the three domains). These findings show that the Mathventure game has a significant impact on the skills of recognizing numbers, patterns, and spaces. This improvement is supported by tiered challenges and instant feedback in the form of animation and sound in the game; however, the contribution of these mechanisms was not tested separately. The limitations of the study include a small sample drawn from only two kindergartens in one region, short-term measurement without a retention test, confounding variables that were not deeply controlled (familiarity with digital devices and parental support), and observer subjectivity on the rating scale. Practically, these results encourage PAUD teachers to use educational digital games as an alternative numeracy medium, accompanied by adult assistance.References
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