Integrating a STEAM Approach Based on the Traditional Game of Congklak to Improve Students’ Mathematics Learning Outcomes
Abstract
Purpose of the study: This study aimed to examine the implementation of mathematics learning media based on the traditional Congklak game integrated with a STEAM-oriented approach to improve elementary school students' mathematics learning outcomes.
Methodology: This study used Classroom Action Research conducted in two cycles consisting of planning, action, observation, and reflection. The study involved 18 elementary school students. Congklak was used as a culturally familiar learning medium to support concrete counting, addition, subtraction, comparison of quantities, and mathematical reasoning. Data were collected through learning achievement tests and classroom observation, and were analyzed using mastery learning percentages based on a Minimum Passing Score of 75.
Main Findings: The findings showed a progressive improvement in students' mathematics learning mastery across the cycles. In the pre-cycle, only 16.67% of students achieved mastery learning. This percentage increased to 72.22% in Cycle I and 88.89% in Cycle II. These results indicate that Congklak-based mathematics learning supported students' mastery and helped create a more active, meaningful, and engaging learning process.
Novelty/Originality of this study: This study contributes classroom-based evidence on the use of the traditional Congklak game as culturally responsive mathematics learning media within a STEAM-oriented instructional perspective. The study shows that local traditional games can be used not only as cultural heritage but also as contextual learning media to support elementary mathematics instruction.
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