Journal of Mathematics Instruction, Social Research and Opinion

Vol. 4, No. 1, March 2025, pp. 17 – 32, https://doi.org/10.58421/misro.v4i1.275

ISSN 2962-7842 17

The Effect of Traditional Congklak Game Method on Students'

Learning Outcomes in Learning Mathematics in Elementary
Schools
Fatimatuszahro Fatimatuszahro1, Heni Hanifah2, Lily Hermawanti3, Sri Wahyuni4,
Rasilah Rasilah5
1,2,3,4,5
Universitas Darul Ma'arif, Indonesia

Article Info ABSTRACT

Article history: Every level of education includes mathematics as one of its
disciplines. However, due to ineffective teaching, children find
Received 2024-07-02
mathematics less interesting in elementary school. Therefore,
Revised 2024-08-29
teachers must be able to choose the best teaching strategy for their
Accepted 2024-08-30
students. By utilizing the classic congklak game, researchers hope to
deliver learning media that teachers can use using a literature review
Keywords: study approach from various sources and related media. The analysis
findings show that, in addition to helping children learn to count and
Congklak recognize numbers, the classic congklak game also helps children
Learning outcomes develop moral principles and good behavior, such as the ability to act
Mathematics honorably, wisely, and obediently. The traditional congklak game
The influence of Congklak can increase students' interest in learning. The traditional Congklak
Traditional games game is also considered one of the most effective ways of improving
students' mathematical abilities. So, this game can be used as a
reference for teaching mathematics methods. Thus, the traditional
congklak game changes mathematics into something exciting and
fun to learn.

Corresponding Author:
Sri Wahyuni
Universitas Darul Ma'arif, Indonesia
E-mail: [email protected]

1. INTRODUCTION
Mathematics is a fundamental subject taught in elementary school from grades 1 to
6. Students must overcome challenges in understanding mathematical principles closely
tied to real-world applications. Although mathematics often presents a steeper learning
curve than other subjects, it plays a crucial role in students' education. However, despite
studying mathematics more, students may not always pay sufficient attention or fully grasp
the concepts taught. Therefore, it is essential that students actively strengthen their
reasoning skills while learning mathematics. To support this, educators need to provide
engaging and dynamic lessons.
Elementary school children have diverse characteristics; they enjoy playing,
moving, working in groups, and engaging in hands-on activities. Consequently, teachers
should develop math lessons that incorporate group activities, hands-on learning, and

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opportunities for direct involvement, making mathematics both interactive and accessible
for young learners.
Although the teaching given by the teacher is enjoyable, the thinking capacity of
each student is different, mainly because the curricular requirements provide more
restrictions on how the teaching and learning process is carried out, forcing them to move
on to the next level. Students may develop a negative attitude about how challenging math
classes are due to this; in other words, they may continue studying the following chapters
without taking a break to ensure that they have understood the previous chapter
thoroughly. Many math teachers still use the lecture technique as their primary teaching
strategy, emphasizing the need to apply assignments and problem-solving exercises to
advance the content. This shows that there are still few students who follow the math
learning process, which reduces student creativity, and the material presented only relies
on the teacher's memory, making it difficult for students to solve it. There may be
unacceptable topics. Therefore, earnest attention is needed when studying mathematics.
One factor contributing to this problem is slow or monotonous learning methods.
Traditional learning methods have so far been teacher-centered and have only used a few
learning media, so the learning process in class is not enjoyable; students' skills are not
strengthened much and are not optimal in stimulating students' memorization, as a result.
Objective learning was not achieved fully, nor was the ability to be cognitive and solve the
problem. The results showed that the study student was still low.
The results of the Acco Assessment survey come from data obtained from the 2022
PISA (Programmer for International Student Assessment) survey, a global tool for
assessing education systems. Indonesian students' math ability scores dropped by 366
points in 2022, according to PISA statistics for 2015–2018. These statistics show a lack of
public interest in mathematics, especially in learning basic arithmetic. This shows how
mistakes can occur when applying knowledge during teaching and learning, making
students reluctant to look forward to their math sessions [1].
One of the Indonesian classic games that is starting to fade is congklak. The
congklak playing method is one of the alternative learning strategies that can be applied to
overcome the problems above. The congklak playing approach provides the best
opportunity for students because it involves them actively in the learning process, thus
helping information stick in their minds. Helping students develop and increase their self-
confidence. This student-centered approach makes teachers learning allies, resulting in
student learning outcomes that meet the required criteria.
The traditional game of congklak, cherished by children across various cultures,
embodies a spirit of joy and camaraderie that transcends generations. This engaging board
game, often played in a lively atmosphere, fosters social interaction and strategic thinking
among its players. With its simple yet captivating mechanics, Congklak invites children to
gather with friends and family, creating a vibrant environment filled with laughter and
friendly competition. As players take turns distributing seeds or stones across the board,
they hone their cognitive skills and strengthen social bonds, making Congklak a beloved
pastime that enriches cultural heritage and community ties. The game's enduring popularity
is a testament to its ability to provide entertainment while imparting valuable life lessons in
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cooperation and strategy [2], [3], [4], [5]. Game Traditional congklak is also a game that
emphasizes children's counting skills. The traditional Koncrack game allows teachers to
monitor children's cognitive development because this traditional game can train children's
left-brain thinking, such as creating strategies to collect as many seeds as possible to defeat
the enemy.
One of the school subjects that can use the traditional Congklak game is
mathematics learning. The traditional game of Congklak has been identified as an effective
tool for enhancing mathematics learning among elementary school students. Research
indicates that engaging students in traditional games like Congklak fosters cognitive
development and enhances their numeracy and cooperative learning abilities. For instance,
studies have shown that participation in Congklak significantly improves children's
cognitive skills, particularly in areas such as numeracy and analytical thinking, which are
crucial for mathematical understanding [6], [7]. Furthermore, the game promotes
cooperative learning, requiring players to work together and develop strategies, enhancing
their social skills and teamwork [8], [9]. When studying mathematics, students must
deepen their understanding and actively construct knowledge based on previous knowledge
and experience [10].
Using the Congklak method in the mathematics learning process in class can
eliminate the impression that mathematics is complicated to understand. Therefore,
students can quickly learn mathematical knowledge and skills using this method and
understand what the teacher conveys. Having students perform arithmetic operations with
the help of congklak in elementary school will make them enthusiastic about participating
in the learning process. Make sure that student activities and understanding are achieved at
the same time.
Through this activity, students are enthusiastic about completing the Congklak
game and responsible for completing the LKS made by the teacher. Therefore, in this case,
students have two responsibilities at once. You are responsible for winning the game and
completing the worksheet.
Game-based learning theory emphasizes the importance of game context in
facilitating enjoyable and meaningful learning. Some of the main principles in this theory
that are relevant to congklak are:
1. Intrinsic Motivation: The game of congklak, with its rules and challenges, can trigger
children's curiosity and intrinsic motivation to learn.
2. Active learning: Congklak players are involved in decision-making, calculation, and
strategy, stimulating cognitive development.
3. Constructivism: Children build their understanding of mathematical concepts through
play according to their experiences and learning styles.
4. Collaboration: Congklak games can be played individually or in groups, facilitating
social and collaboration skills.

Research has shown that congklak games positively impact children's cognitive
development in various aspects of mathematics, namely counting skills. Congklak involves
simple to complex calculations, training children to master numbers, arithmetic operations,
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and problem-solving. Through the game, children can better understand mathematical
concepts such as place value, fractions, and number patterns. Congklak requires children to
think logically, analyze situations, and decide based on available information. This game
encourages children to develop different strategies, stimulating creativity and thinking
flexibility.
To maximize the potential of congklak, several aspects must be considered: 1.
Game modification. Congklak can be modified to teach more complex mathematical
concepts like algebra or geometry. 2. Integration with the curriculum. Congklak games can
be integrated into mathematics learning in schools as a complement or substitute for more
traditional learning activities. 3. Development of aids. Visual aids, such as interactive
congklak boards, can increase learning effectiveness. 4. Evaluation. A comprehensive
evaluation is needed to measure the impact of the congklak game on student learning
achievement.
Given the above context, this study aims to ascertain the impact of conventional
congklak game methods on elementary school mathematics education through literature
observation using data from previous studies.

2. THEORITICAL REVIEW
2.1 Mathematics Learning in Elementary School
Education significantly impacts people’s daily lives by providing essential skills
and knowledge for personal and professional development [11]. However, numerous
obstacles to effective education persist, one of which is the fear experienced by many
elementary school students. This fear can stem from various sources, including academic
pressure, social dynamics, and environmental factors, significantly hindering their learning
experiences [12]. Research indicates that fear, particularly in educational settings, can lead
to anxiety and avoidance behaviors, ultimately affecting students' academic performance
and emotional well-being [13]. For instance, fear of failure or negative evaluation can
inhibit students' willingness to participate in classroom activities, limiting their educational
engagement [14].
Furthermore, the COVID-19 pandemic has exacerbated these fears, with many
students experiencing heightened anxiety related to health concerns and the uncertainty of
their educational futures [15]. Addressing these fears through supportive educational
policies and interventions is crucial for fostering a positive learning environment that
promotes resilience and academic success among elementary school students [16]. Their
interest in mathematics decreases due to a perception that the subject is too complex and
because the classroom environment may feel unsupportive. Developing strong
mathematics skills is crucial, as it lays the foundation for learning other disciplines. This
situation undeniably affects students' critical thinking abilities and achievement of
mathematics learning objectives.
Developing students' understanding of mathematics is crucial for equipping them
with the skills to navigate future changes in a rapidly evolving world. Mathematics
education enhances cognitive abilities and fosters critical thinking and problem-solving
skills essential in various fields, particularly in Science, Technology, Engineering, and
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Mathematics (STEM) education [17]. Research indicates that integrating STEM

approaches into mathematics learning can significantly improve students' mastery and
application of mathematical concepts [18]. Furthermore, as we transition into the Fourth
Industrial Revolution, mathematics education must incorporate technology-based teaching
methods that encourage innovation and adaptability among students [19]. The foundational
role of mathematics in shaping students' attitudes and competencies is evident, as early
exposure to mathematical concepts has been linked to tremendous success in later
academic pursuits [20]. Therefore, educators must prioritize developing robust
mathematics curricula that address current educational needs and prepare students for the
complexities of future challenges [21].
In line with research by Meidianti et al. [22], students' capacity to apply
mathematical ideas to real-world situations and to express or explain mathematical ideas in
their terms determines how well they understand the concepts. Teaching and learning
mathematics extend beyond memorization, visualization, and auditory learning; they
encompass a dynamic process where students can develop their abilities and deepen their
understanding of mathematical concepts through engaging and interactive methods.
Research indicates that effective mathematics education involves using diverse teaching
strategies that cater to different learning styles, enhancing students' comprehension and
retention of mathematical knowledge [23]. For instance, the Contextual Teaching and
Learning (CTL) approach has significantly improved students' mathematical
communication skills compared to traditional methods, suggesting that contextualized
learning experiences can foster a deeper understanding of mathematical concepts.
In Padang, mathematics is taught as a challenging subject for students. Because
arithmetic is a common element in the mathematics curriculum, educators are expected to
provide exciting mathematics learning that inspires students to be active, imaginative, and
creative. Instructors must be able to design a learning environment that utilizes teaching
strategies to increase student motivation, foster creativity, and help them achieve learning
goals. Teachers are expected to create learning conditions that use learning methods to
increase student creativity and motivation and achieve learning objectives to provide
optimal teaching-learning [24].
The classic Congklak game offers a fun alternative method of learning arithmetic.
In addition to being entertaining, the classic Congklak game helps improve students'
understanding of mathematics [25]. Teachers can use the Congklak game as a teaching tool
to help students understand the principles taught by breaking down the subject into simpler
terms. Using the Congklak game in mathematics education is an effective pedagogical tool
for enhancing students' understanding of multiplication concepts. Research indicates that
integrating traditional games like Congklak into the curriculum can significantly improve
student engagement and achievement in mathematics. For instance, studies have shown
that students exposed to game-based learning environments, such as those utilizing
Congklak, tend to outperform their peers taught through conventional methods [26], [27].
The interactive nature of games fosters a playful learning atmosphere, which aligns with
the notion that mathematics can be approached as a game, making complex concepts more
accessible to young learners [28], [29].
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In this study, we use the Congklak game to discuss the concept of arithmetic
operations (addition, subtraction, multiplication, and division). When using the Dakon or
Congklak game to teach mathematics about multiplication and division, the standard rules
are not used, but the rules are modified to suit your needs and provide your students with
the ability to perform multiplication and division operations.
One of the situational learning approaches is the use of classic games. Traditional
games are integral to the cultural heritage of communities, offering educational benefits at
minimal costs. These games, often rooted in local customs, serve as a medium for children
to engage in social interactions, learn discipline, and develop various skills. For instance,
traditional games promote emotional and physical development, as they are designed not
only for recreation but also for educational purposes, fostering values such as cooperation
and respect for rules [30], [31], [32]. The enculturation process facilitated by these games
allows children to understand and adapt to their cultural environment, which is essential for
their socialization and cognitive development [30], [33].
Furthermore, traditional games are recognized for their role in preserving cultural
identity and values, as they encapsulate the wisdom and practices of previous generations,
thus serving as a bridge between the past and the present [34], [35]. The educational
potential of these games is significant; they can enhance learning experiences by providing
a dynamic and interactive environment that encourages creativity and critical thinking [36],
[37]. Overall, traditional games are not merely pastimes but are vital educational tools that
contribute to the holistic development of children while promoting cultural preservation
[38], [39].
Children begin to develop their math skills in elementary school (also known as
primary school), where they learn math. In addition, primary school is also a time when
children learn math because their abilities develop significantly in various aspects.
According to Attachment Number 22 of the Regulation of the Minister of Education and
Culture of 2006 concerning Content Standards, mathematics learning aims to ensure that
students acquire the following skills:
1. Flexible, accurate, precise, and efficient use of ideas and algorithms to solve problems.
2. You are making generalizations through mathematical operations, collecting data,
analyzing mathematical concepts and statements, or applying arguments based on
patterns and attributes.
3. Problem solving includes understanding the problem, continuously building a
mathematical model, solving the model, and interpreting the results.
4. Visual aids such as tables, graphs, and symbols can explain concepts and make
situations and problems more straightforward to understand.
5. A person must have an attitude that recognizes the usefulness of mathematics in life,
especially curiosity, attention, and interest in studying mathematics, as well as a
persistent and confident attitude in problem-solving.

2.2 Congklak Game

An essential component of Indonesia's rich cultural heritage is traditional games.
Traditional games are a great way to pass the time and a valuable tool for learning
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mathematical ideas. One of the traditional activities that adds to the joy of learning
mathematics is congklak. As expressed by Suminar [40], the findings of the game study
point to three central values: social, emotional, and cognitive. Children do not feel
burdened, encouraged, or worried about the game's outcome when they play. Congklak is a
game component that helps train digital skills [41].
Congklak is a traditional game played throughout Indonesia with several names.
Congkak is the more common name for the game of congklak in various regions of
Sumatra. Congklak is more often called dakon, dhakon, or dhakonan in Javanese. While
the game of congklak is most often known as dentuman lamban in Lampung and
mokaotan, maggaleceng, aggalacang, or nogarata in Sulawesi. The name of the English
game of congklak is mancala. The game of congklak is a game that uses a wooden board
with holes and shells that are moved sequentially from one hole to another in a circular
pattern.

Figure 1. Board and congklak

The congklak game can also be a helpful teaching tool to improve students'
arithmetic skills. Following the level of cognitive development of elementary school
students, namely the concrete operational stage, which covers the age range of 7 to 11
years, concrete objects can be used in the game. To improve his/her counting skills. In
addition to being fun, playing helps children grow and develop. Playing in a universe that
also belongs to children is very enjoyable. As Homo Ludens or playful creatures, humans
engage in play at every stage of their lives, from infancy to old age. Play is a fun pastime
driven by desire, not pressure from others. Research indicates that play remains crucial for
children's well-being beyond early childhood, as it fosters emotional and social
development during middle childhood [42]. Through various forms of play, children
engage in self-directed exploration, vital for honing their cognitive and physical skills. For
instance, outdoor play provides opportunities for children to learn through unstructured
experiences, promoting autonomy and adaptive behavior [43]. Moreover, play-based
learning approaches emphasize the importance of observing children's interests and
abilities to tailor learning experiences that extend their play [44]. This individualized
support enhances children's engagement and encourages them to take risks and explore
their environment, which is essential for their overall development [45].
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3. METHOD
According to Snyder, this study uses a literature review to find or extract relevant
findings from previous studies and evaluate various expert opinions and texts therein [46].
The research sources used were seven journals, namely journal papers that discuss the
impact of congklak game techniques on elementary school students' mathematics learning
outcomes as research sources. Research journals are located online and in electronic
databases such as Google Scholar. The criteria for reviewing mathematics journals include
similarities to the learning environment in elementary schools and an emphasis on learning
outcomes in many numeracy domains.

4. RESULTS AND DISCUSSION

After analyzing data from several journal article samples collected from various
sources, the following results were obtained:

Table 1. Results of Literature Review

Measuring
Title Author/Year Subject Results
instrument
Penerapan Adika Hanafia, Students in Quasi- The P-value obtained was (0.001)
Permainan Wiryanto, classes 6A and experimental < 0.05, so realistic integer learning
Tradisional Rooselyna 6B at SDN method with with the traditional Congklak game
Congklak untuk Ekawati, Gunung qualitative significantly influenced student
Meningkatkan Hendratno Kesang, analysis design learning outcomes in the control
Hasil Belajar dan (2021) Sampang, and experimental classes.
Kepercayaan Diri [47] Madura
Siswa

Efektivitas Fanny Students of Quantitative The paired sample t-test showed a

Penggunaan Media Rahmasari, grade 2 of SDN Experimental significant difference between the
Congklak Terhadap Wulan 3 Menganti approach mean pre-test learning scores of
Hasil Belajar Sutriyani, (33 students) 77.93 and 91.21.
Materi (2023) Congklak Judging students'
Penjumlahan dan [48] progress using media games is
Pengurangan Siswa considered an effective assessment
Sekolah Dasar method, proven by a student
success rate of 95%.

Pengaruh Model Ayunissa 56 students of Unequivalent Research findings show a

Pembelajaran Cahyaningrum, class III MIM Control Group significant difference in cognitive
Student Teams Arief Cahyo Gonilan Design. learning outcomes mathematics
Achievement Utomo Kartasura, STAD learning between students using traditional
Division (STAD) (2022) Sukoharjo model teaching methods and those using
Dan Media [49] Regency Congklak media to support the
Congklak Terhadap STAD learning paradigm (t count
Hasil Belajar = 3.426 > t table = 2.021).
Matematikalearnin Regarding average results in Study
g outcomes mathematics,
the experimental group performs
better than the control group. The
first group scored 79.64 on the
post-test and 73.57 on the pre-test.
The t-test of 3.426 is more
significant than 2.021 on the t-
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Measuring
Title Author/Year Subject Results
instrument
table, as observed.
This shows that the STAD learning
paradigm supported by Congklak
media has an impact. On the
cognitive learning outcomes of
mathematics for grade III students,
if t-count > t-table and H0
calculation is rejected or Ha is
accepted,

Upaya Syahrina Anisa There are 25 Classroom The indicators of the success of the
Meningkatakan Pulungan students in action research. student learning outcomes research
Hasil Belajar (2021) grade V. have been met, which aligns with
Matematika Materi [50] the cycle II evaluation test findings
Penjumlahan based on the test results. This
Bilangan Bulat shows an increase in the average
dengan score of students from 65.54 in
Menggunakan cycle I to 78.12 in cycle II. The
Metode Permainan percentage of students who met all
Congklak learning objectives at the end of
cycle II was 93%, up from 55% at
the end of cycle I. The results of
the cycle I and cycle II evaluation
tests show that learning has
increased. Before the cycle, the
average score of student learning
outcomes was 51.32; However, it
increased to 65.54 in cycle I and
78.12 in cycle II. The number of
students who achieved KKM
increased from 6 pre-cycle to 12 in
cycle I and 25 in cycle II.

Pemanfaatan Sahrunayanti, Students of Classroom The results of the study showed

Media Permainan Magdalena Class IV MIN action research that learning outcomes increased in
Congklak dalam Dema, Filial Land (CAR) consists each cycle. This increase is
Meningkatkan (2023) Pantai. of two cycles: reflected in the average value
Kemampuan [51] planning, action before the cycle of 58.6, cycle I of
Berhitung Siswa implementation, 58.7, and cycle II of 80.5.
observation,
and reflection.

Penggunaan Media Jurinih, Yusuf Class II Classroom The research findings show that
Congklak Untuk Suryana, Nana SDN 1 Action learning objectives increase in each
Meningkatkan Ganda Pagerageung Research cycle. The increase is shown in the
Hasil Belajar (2022) (CAR) average score of learning outcomes
Peserta Didik Pada [52] in cycle I of 79% and the average
Materi Pembagian score in cycle II of 90%. Thus, the
Bilangan Cacah di results of this study strengthen the
SD assumption that the use of
congklak media can improve
students' understanding of the
concept of dividing numbers in
mathematics class II of SDN 1
Pagerageung.
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Identification of journal articles relevant to this study: six journal articles on

utilizing traditional congklak games in elementary schools for mathematics learning were
identified, and these have been proven to improve students' mathematics learning
outcomes. The details are explained below.
Article 1 Application of Traditional Congklak Game to Improve Student Learning
Outcomes and Self-confidence. The study produced a P value (0.001). Experimental
students who played the classic game Congklak showed significant activity, engagement,
and increased enthusiasm. This means that introducing the Congklak game can improve
students' cognitive skills. Learning tools that touch students' senses and change their
thinking are concrete or direct learning, such as the classic game of Congklak in realistic
learning. This also aligns with Verawati Wote, Sasingan, and Yuunita (2020) statement
that using Congklak games in class can enliven the learning experience and encourage
students to complete assignments. This enables students to acquire the basics to recognize,
understand, and improve arithmetic skills.
Article 2 The effectiveness of traditional congklak games in improving
mathematics learning outcomes in elementary schools. The paired sample t-test results
showed a significant difference in the average pre-test learning scores between 77.93 and
91.21. Assessing student progress using Congklak game media is considered an effective
assessment method, as evidenced by the student success rate of 95%. This proves that in
this study, the Congklak game was proven to significantly improve students' cognitive
abilities, which affects their mathematics learning outcomes.
Article 3, Congklak Game in Team Achievement Department (STAD) Learning
Model and Mathematics Learning Outcomes produced a significant average of
mathematics learning outcomes, and the experimental group achieved better final results
than the control group. The first group scored 79.64 on the post-test and 73.57 on the pre-
test. The t count of 3.426 is more significant than 2.021 on the t table. This proves that
learning with Congklak games positively impacts student learning outcomes. This study
shows the impact of the Congklak game method on improving mathematical problem-
solving abilities in elementary schools. This is obtained from the average before and after
the use of Congklak.
Article 4 Efforts to Improve Mathematics Learning Outcomes Regarding the
Addition of Integers Using the Congklak Game Method, this study shows significant
results, namely an increase in students' mathematics learning outcomes. The results of
cycle I and II evaluation tests show that mathematics learning has increased. Before the
cycle, the average score of student learning outcomes was 51.32; However, it increased to
65.54 in cycle I and 78.12 in cycle II. The number of students achieving KKM increased
from 6 pre-cycle to 12 in cycle I and 25 in cycle II. This proves that the congklak game
method can positively affect students' cognitive abilities.
Article 5 The Utilization of Congklak Game Media in Improving Students'
Arithmetic Skills has a significant influence. This is evidenced by the increase in learning
outcomes in each cycle, with an average pre-cycle score of 58.6, cycle I of 58.7, and 80.5
in cycle II after using congklak. Implementing the congklak game in this study greatly
influenced students' arithmetic skills and mathematical problem-solving.
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Article 6, The Use of Congklak Media to Improve Student Learning Outcomes in

the Material of Integer Division in Elementary Schools, shows the results of an increase in
the average score of learning outcomes in cycle I of 79% to an average score in cycle II of
90%. Thus, the results of this study strengthen the assumption that the use of congklak can
improve the understanding of the concept of dividing numbers in grade II students of SDN
1 Pagerageung.
The six journal articles prove that there is an increase in the achievement of
mathematical objectives after implementing the congklak game method in elementary
school mathematics learning. The first objective is to improve students' cognitive abilities,
the second objective of mathematics learning is to improve problem-solving abilities, and
the third objective is to improve student learning outcomes, so these journals are very
relevant to this study.
Children's numeracy ability is influenced by two types of elements, namely 1)
external factors, namely things that come from outside the child, and 2) internal factors,
namely motivation, maturity, and uniqueness of the child's learning style. Less attractive
learning is one type of education that can contribute to children's low numeracy ability.
Using the congklak game can help students become proficient in numeracy.
The study's results showed that realistic learning with classic congklak games
improved students' learning outcomes in integer learning. This is because learning through
authentic experiences such as playing congklak is easier for students to understand than
traditional learning. Students are given direct learning experiences through classic
congklak games, encouraging participation and innovative thinking—students' well-
developed conceptual knowledge results from learning materials experienced through their
five senses.
In STAD learning using congklak media, children aged 7 to 12 years learn to
continue to see natural objects according to their level of cognitive development, making it
easier to calculate multiplication and division faster. This follows Piaget's statement (that
"Concrete operational thinking refers to how children think in elementary school, between
the ages of 7 and 11. Students in each group enthusiastically welcomed the use of
Congklak media when teaching.
The mathematics learning outcomes of children taught through congklak games
have a significant impact. Cognitive changes occur in students. This is following what was
stated by Nataliya [25]. Congklak games are one of the learning methods teachers can use
to explain learning materials so that it is easier for students to understand the concepts of
the material being taught.
The results of strict and mechanical mathematics teaching and learning activities
cause the development of students' numeracy potential to be less than ideal because an
environment that supports this development is not created. Students who consider
mathematics challenging and tedious will also continue to think so. To close and improve
this gap, applying the cultural development learning paradigm must provide space for
effective teaching. Teaching and learning activities are fun and follow the students'
developmental stage. In addition, to avoid intervention and so that students can construct
their knowledge from the learning environment created during the process, the media and
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learning methodology used in teaching mathematics must pay attention to the potential and
development of the students.
Purwanti [41] reported that research on elementary school students revealed that
playing classic games, such as counting to change the number of holes and seeds accessed,
can help develop cognitive skills. The number of academic works consulted to write this
journal provides confidence. Educators must be creative in choosing learning models and
tactics for their students. Teachers must use their creativity when choosing teaching
strategies and learning models during the learning process. Innovative educators can utilize
available educational resources, allowing students to actively participate in the teaching
and learning process in the classroom.
Several journal samples analyzed found that the congklak game method could
improve student learning outcomes in all aspects of mathematics because this traditional
game involves the mathematical abilities of its players, including addition, subtraction,
multiplication, and division. Because elementary school students can access it and it is
easy to obtain, this congklak game method is one of the choices to attract students' interest
in mathematics. The congklak game can also increase students' motivation to learn
mathematics and create a fun learning environment, maximizing the learning process and
outcomes. In addition, it will facilitate students' understanding of the information conveyed
by the teacher, encouraging them to participate more actively in class activities.
From the data collected and examined, it can be concluded that the learning process
has achieved the desired results. This study is expected to help educators become more
proficient in utilizing differences in the learning process, thus broadening the
understanding of educators and researchers and providing a practical and enjoyable
learning experience for students.

5. CONCLUSION
Based on previous research and discussion, the researcher concluded that choosing
the right approach is very important for learning. The researcher is interested in the
Congklak game because it allows students to freely make thoughts and conclusions during
learning activities while presenting abstract concepts to them. Many research projects have
been conducted, producing significant findings that have improved the learning objectives
of mathematics courses. It is hoped that in further research, many schools in various
regions will use traditional games as a teaching method. The researcher also believes that
by introducing the ancient game to students, they will be inspired and involved in playing
other traditional games that they may not be familiar with.

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