Integrating Ludo Games into Mathematics Instruction

A Startegy to Boost Elementary Student’s Literacy

Abstract

The mathematical literacy of elementary school students in Indonesia is still relatively low, as shown by the results of the 2022 PISA which placed Indonesian students' mathematical achievement at level 2. Conventional whole number learning through lecture methods without concrete manipulatives contributes to students' difficulties in understanding concepts, reasoning, representation, and solving mathematical problems. This study aims to evaluate the effectiveness of the educational Ludo game media based on whole numbers in improving the mathematical literacy of elementary school students. The study used a quasi-experimental design with a one-group pretest-posttest model involving fifth-grade elementary school students in Surabaya, Indonesia, through Game-Based Learning syntax including apperception, concept demonstration, game implementation, mathematical strategy reflection, and concept reinforcement. Data analysis was carried out using the N-Gain test, the Wilcoxon Signed-Rank Test, and the consistency test between experimental groups. The results showed that the majority of students (65%) experienced an increase in mathematical literacy in the moderate to high category, with the Wilcoxon test showing a significant difference between pretest and posttest scores (p < 0.001). These findings confirm that the educational Ludo game based on whole numbers is a concrete, interactive, and affordable mathematics learning strategy for strengthening elementary school students' mathematical literacy.