Information from the abstract
This study aims to analyze changes in mathematics learning outcomes after implementing the Short Card game media on the topic of fraction conversion at a Islamic Elementary School (Islamic elementary school). The article presents a reanalysis of research whose field data were collected during the 2022/2023 academic year; 2026 is the year of article preparation, not data collection. The study employed a quantitative approach with a one-group pretest–posttest design. The subjects comprised 30 fifth-grade students at MI Baitul Mukmin, Wringinagung, Jombang, Jember. The instrument was a 20-item test covering conversion of common fractions to mixed numbers, mixed numbers to common fractions, and common fractions to percentages. Analysis included descriptive statistics, prerequisite tests, and a paired-sample t-test. Individual data showed a mean pretest score of 45.50 and a mean posttest score of 70.80, yielding an average increase of 25.30 points. The normality test on residuals produced Asymp. Sig. = 0.200 > 0.05. The paired-sample t-test yielded t = −21.071, df = 29, and Sig. (2-tailed) = 0.000. These results indicate a significant difference between scores before and after learning using Short Card. However, documentation of the original study contains inconsistencies in reporting validity tests and interpreting reliability; the recorded Cronbach’s Alpha was 0.466, so this article does not claim that the instrument has high reliability. The findings suggest the potential of card-game media as an active, simple, and still relevant strategy for mathematics learning in current educational contexts.
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Related topics: Mathematics Education and Pedagogy · Educational Games and Gamification · Mathematics Education and Teaching Techniques
Thai researcher and institutional participation
Yahaya Niwae · Fatoni University
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