DEVELOPMENT OF A TURN-BASED MATHEMATICS EDUCATIONAL GAME FOR FOURTH-GRADE ELEMENTARY STUDENTS USING ADDIE MODEL
DOI:
https://doi.org/10.24252/instek.v11i1.66035Keywords:
ADDIE model, android-based, educational game, elementary school, mathematics, user acceptance testingAbstract
Mathematics is often perceived as a difficult and abstract subject by elementary school students, which can lead to low learning interest and motivation. This condition is reflected in the 2022 Programme for International Student Assessment (PISA) results, which indicate relatively low mathematical proficiency among students in Indonesia. Previous studies have explored educational games for mathematics learning. However, limited research explicitly integrates strategic turn-based mechanics with graded mathematical difficulty levels to encourage reflective decision-making among elementary students. This study aims to develop an Android-based educational game entitled Petualangan Ksatria as a supplementary learning medium for fourth-grade elementary mathematics learning. The game development process followed the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) instructional design model and was implemented using the Unity game engine. Functional validation was conducted through black-box testing to ensure that all game modules and features operated in accordance with predefined specifications. Furthermore, the evaluation stage employed User Acceptance Testing (UAT), involving 31 students and one fourth-grade teacher. The results indicate a student acceptance score of 85%, classified as Very Satisfactory, and a teacher evaluation score of 80%, categorized as Satisfactory. These findings indicate that Petualangan Ksatria is aligned with the Kurikulum Merdeka in Indonesia and shows potential as an engaging supplementary learning medium for mathematics education in elementary schools.
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References
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[31] A. Satriyo, A. Azis, F. H. Saputri, and F. Ferawati, “Development of RPG-Based Mathematics Educational Games with the Waterfall Method on Fraction Material for Elementary School Students,” Sinkron, vol. 9, no. 2, pp. 548–557, Apr. 2025, doi: 10.33395/sinkron.v9i2.14600.
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[34] S. Narciss and E. Alemdag, “Learning from errors and failure in educational contexts: New insights and future directions for research and practice,” British Journal of Educational Psychology, vol. 95, no. 1, pp. 197–218, Mar. 2025, doi: 10.1111/bjep.12716.
[2] R. C. Torres-Peña, D. Peña-González, J. L. Lara-Orozco, E. A. Ariza, and D. Vergara, “Enhancing Numerical Thinking Through Problem Solving: A Teaching Experience for Third-Grade Mathematics,” Educ. Sci. (Basel)., vol. 15, no. 6, p. 667, May 2025, doi: 10.3390/educsci15060667.
[3] K. E. Maki, A. F. Zaslofsky, R. Codding, and B. Woods, “Math anxiety in elementary students: Examining the role of timing and task complexity,” J. Sch. Psychol., vol. 106, p. 101316, Oct. 2024, doi: 10.1016/j.jsp.2024.101316.
[4] J. Smith, N. Fotou, and R. Sharpe, “Changes in mathematics anxiety and mathematics confidence,” Int. J. Math. Educ. Sci. Technol., vol. 57, no. 4, pp. 758–776, Apr. 2026, doi: 10.1080/0020739X.2025.2475928.
[5] OECD, “PISA 2022 Results (Volume I and II): Country Note – Indonesia,” Paris, 2023. Accessed: Apr. 28, 2026. [Online]. Available: https://www.oecd.org/content/dam/oecd/en/publications/reports/2023/11/pisa-2022-results-volume-i-and-ii-country-notes_2fca04b9/indonesia_0e09c072/c2e1ae0e-en.pdf
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[7] N. Rehman, X. Huang, A. Mahmood, M. A. M. AlGerafi, and S. Javed, “Project-based learning as a catalyst for 21st-Century skills and student engagement in the math classroom,” Heliyon, vol. 10, no. 23, p. e39988, Dec. 2024, doi: 10.1016/j.heliyon.2024.e39988.
[8] E. Thanheiser and K. Melhuish, “Teaching routines and student-centered mathematics instruction: The essential role of conferring to understand student thinking and reasoning,” The Journal of Mathematical Behavior, vol. 70, p. 101032, Jun. 2023, doi: 10.1016/j.jmathb.2023.101032.
[9] M. A. Sasongko and K. D. Irianto, “Pengembangan Gim Teka-Teki Silang Sebagai Media Pendukung Pembelajaran IPA Tingkat SD,” Technologia : Jurnal Ilmiah, vol. 16, no. 3, p. 458, Jul. 2025, doi: 10.31602/tji.v16i3.19133.
[10] C.-C. Chen and H.-Y. Tu, “The Effect of Digital Game-Based Learning on Learning Motivation and Performance Under Social Cognitive Theory and Entrepreneurial Thinking,” Front. Psychol., vol. 12, p. 750711, Dec. 2021, doi: 10.3389/fpsyg.2021.750711.
[11] Y. Li, D. Chen, and X. Deng, “The impact of digital educational games on student’s motivation for learning: The mediating effect of learning engagement and the moderating effect of the digital environment,” PLoS One, vol. 19, no. 1, p. e0294350, Jan. 2024, doi: 10.1371/journal.pone.0294350.
[12] N. N. Dan, L. T. B. T. Trung, N. T. Nga, and T. M. Dung, “Digital game-based learning in mathematics education at primary school level: A systematic literature review,” Eurasia Journal of Mathematics, Science and Technology Education, vol. 20, no. 4, p. em2423, Apr. 2024, doi: 10.29333/ejmste/14377.
[13] S. Djamilah and F. Ulfah, “Implementation of Math Games to Develop Students’ Motivation in Solving Numeracy Problems,” International Journal on Emerging Mathematics Education, vol. 9, no. 1, pp. 27–40, Mar. 2025, doi: 10.12928/ijeme.v9i1.30882.
[14] A. Shaheen and P. Fotaris, “Exploring Reflective Learning in Digital Game-Based Learning: A User Research,” European Conference on Games Based Learning, vol. 17, no. 1, pp. 574–582, Sep. 2023, doi: 10.34190/ecgbl.17.1.1640.
[15] M. Mirza, S. Lukosch, and H. Lukosch, “Exploring the effects of time pressure and distracting elements in an Augmented Reality game for emergency preparedness,” International Journal of Disaster Risk Reduction, vol. 114, no. 3, p. 104900, Nov. 2024, doi: 10.1016/j.ijdrr.2024.104900.
[16] M. S. Alotaibi, “Game-based learning in early childhood education: a systematic review and meta-analysis,” Front. Psychol., vol. 15, p. 1307881, Apr. 2024, doi: 10.3389/fpsyg.2024.1307881.
[17] T. J. E. Faber, M. E. W. Dankbaar, W. W. van den Broek, L. J. Bruinink, M. Hogeveen, and J. J. G. van Merriënboer, “Effects of adaptive scaffolding on performance, cognitive load and engagement in game-based learning: a randomized controlled trial,” BMC Med. Educ., vol. 24, no. 1, p. 943, Aug. 2024, doi: 10.1186/s12909-024-05698-3.
[18] T. Saharani and A. M. Abadi, “The Development of Interactive Learning Media Based on Discovery Learning Oriented to Students’ Concept Understanding and Mathematical Disposition,” AL-ISHLAH: Jurnal Pendidikan, vol. 16, no. 4, pp. 5220–5231, Dec. 2024, doi: 10.35445/alishlah.v16i4.5681.
[19] A. G. Spatioti, I. Kazanidis, and J. Pange, “A Comparative Study of the ADDIE Instructional Design Model in Distance Education,” Information, vol. 13, no. 9, p. 402, Aug. 2022, doi: 10.3390/info13090402.
[20] S. I. Shakeel, M. A. Al Mamun, and M. F. A. Haolader, “Instructional design with ADDIE and rapid prototyping for blended learning: validation and its acceptance in the context of TVET Bangladesh,” Educ. Inf. Technol. (Dordr)., vol. 28, no. 6, pp. 7601–7630, Jun. 2023, doi: 10.1007/s10639-022-11471-0.
[21] Y. Wang, H. Wang, S. Wang, S. A. Wind, and C. Gill, “A systematic review and meta-analysis of self-determination-theory-based interventions in the education context,” Learn. Motiv., vol. 87, p. 102015, Aug. 2024, doi: 10.1016/j.lmot.2024.102015.
[22] A. S. H. Wibowo and K. D. Irianto, “Pengembangan gim tebak kata berbasis android untuk meningkatkan fungsi kognitif lansia,” Technologia : Jurnal Ilmiah, vol. 15, no. 3, p. 537, Jul. 2024, doi: 10.31602/tji.v15i3.15336.
[23] N. A. Vanesha, R. Rizky, and A. Purwanto, “Comparison Between Usability and User Acceptance Testing on Educational Game Assessment,” Jurnal Sisfokom (Sistem Informasi dan Komputer), vol. 13, no. 2, pp. 210–215, Jun. 2024, doi: 10.32736/sisfokom.v13i2.2099.
[24] A. Wirth, A. Mues, E. Birtwistle, and F. Niklas, “Evaluating educational apps for preschoolers: Differences and agreements between the assessments of experts, parents, and their children,” Comput. Human Behav., vol. 160, p. 108361, Nov. 2024, doi: 10.1016/j.chb.2024.108361.
[25] M. Winget and A. M. Persky, “A Practical Review of Mastery Learning,” Am. J. Pharm. Educ., vol. 86, no. 10, p. ajpe8906, Dec. 2022, doi: 10.5688/ajpe8906.
[26] D. Chiotaki, V. Poulopoulos, and K. Karpouzis, “Adaptive game-based learning in education: a systematic review,” Front. Comput. Sci., vol. 5, p. 1062350, Jun. 2023, doi: 10.3389/fcomp.2023.1062350.
[27] D. Hooshyar, L. Malva, Y. Yang, M. Pedaste, M. Wang, and H. Lim, “An adaptive educational computer game: Effects on students’ knowledge and learning attitude in computational thinking,” Comput. Human Behav., vol. 114, p. 106575, Jan. 2021, doi: 10.1016/j.chb.2020.106575.
[28] B. S. Anggoro, A. H. Dewantara, S. Suherman, R. R. Muhammad, and S. Saraswati, “Effect of game-based learning on students’ mathematics high order thinking skills: A meta-analysis,” Revista de Psicodidáctica (English ed.), vol. 30, no. 1, p. 500158, Jan. 2025, doi: 10.1016/j.psicoe.2024.500158.
[29] I. Sarlis, D. Kotsifakos, and C. Douligeris, “Evaluating Educational Game Design Through Human–Machine Pair Inspection: Case Studies in Adaptive Learning Environments,” Multimodal Technologies and Interaction, vol. 9, no. 9, p. 92, Sep. 2025, doi: 10.3390/mti9090092.
[30] Moh. A. P. Dwiyanto and K. D. Irianto, “Pengembangan Gim Tebak Gambar Berbasis Android Untuk Meningkatkan Fungsi Kognitif Lansia,” Technologia : Jurnal Ilmiah, vol. 15, no. 3, p. 525, Jul. 2024, doi: 10.31602/tji.v15i3.15328.
[31] A. Satriyo, A. Azis, F. H. Saputri, and F. Ferawati, “Development of RPG-Based Mathematics Educational Games with the Waterfall Method on Fraction Material for Elementary School Students,” Sinkron, vol. 9, no. 2, pp. 548–557, Apr. 2025, doi: 10.33395/sinkron.v9i2.14600.
[32] A. Taufik, I. N. Azizah, and H. A. Za, “Role-Playing Game (RPG): Educational Game for Learning Mathematics,” AMCA Journal of Science and Technology, vol. 4, no. 1, pp. 5–9, Feb. 2024, doi: 10.51773/ajst.v4i1.356.
[33] C. Cubillos, S. Roncagliolo, D. Cabrera-Paniagua, and R. M. Vicari, “A Digital Math Game and Multiple-Try Use with Primary Students: A Sex Analysis on Motivation and Learning,” Behavioral Sciences, vol. 14, no. 6, p. 488, Jun. 2024, doi: 10.3390/bs14060488.
[34] S. Narciss and E. Alemdag, “Learning from errors and failure in educational contexts: New insights and future directions for research and practice,” British Journal of Educational Psychology, vol. 95, no. 1, pp. 197–218, Mar. 2025, doi: 10.1111/bjep.12716.
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Published
2026-04-27
How to Cite
[1]
M. Rifqi, K. D. Irianto, and G. P. Mahardhika, “DEVELOPMENT OF A TURN-BASED MATHEMATICS EDUCATIONAL GAME FOR FOURTH-GRADE ELEMENTARY STUDENTS USING ADDIE MODEL”, INSTEK, vol. 11, no. 1, pp. 272–287, Apr. 2026.
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Volume 11 Nomor 1 April Tahun 2026
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Copyright (c) 2026 Muhammad Rifqi, Kurniawan Dwi Irianto, Galang Prihadi Mahardhika
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