Developing an ICT-Based Multiplication House Game for Ele-mentary Mathematics: Validity, Practicality, and Learning Perfor-manc

Janet Trineke Manoy; Shofan  Fiangga; Nonik  Indrawatiningsih; Nina Rinda  Prihartiwi; Sugi Hartono; Hutkemri  Zulnaidi

doi:10.48161/qaj.v6n3a2485

Authors

Janet Trineke Manoy Department of Mathematics Education, Faculty of Mathematics and Natural Sciences (FMIPA), Universitas Negeri Su-rabaya (UNESA), Surabaya 60231, Indonesia. https://orcid.org/0000-0003-2777-8771
Shofan Fiangga Department of Mathematics Education, Faculty of Mathematics and Natural Sciences (FMIPA), Universitas Negeri Su-rabaya (UNESA), Surabaya 60231, Indonesia. https://orcid.org/0000-0002-3297-5617
Nonik Indrawatiningsih Department of Mathematics Education, Faculty of Mathematics and Natural Sciences (FMIPA), Universitas Negeri Su-rabaya (UNESA), Surabaya 60231, Indonesia. https://orcid.org/0000-0001-8249-4638
Nina Rinda Prihartiwi Department of Mathematics Education, Faculty of Mathematics and Natural Sciences (FMIPA), Universitas Negeri Su-rabaya (UNESA), Surabaya 60231, Indonesia. https://orcid.org/0000-0001-5476-3626
Sugi Hartono Department of Mathematics Education, Faculty of Mathematics and Natural Sciences (FMIPA), Universitas Negeri Su-rabaya (UNESA), Surabaya 60231, Indonesia. https://orcid.org/0000-0002-0959-7013
Hutkemri Zulnaidi Department of Mathematics and Science Education, Faculty of Education, Universiti Malaya, 50603 Kuala Lumpur, Malaysia. https://orcid.org/0000-0002-7799-1223

DOI:

https://doi.org/10.48161/qaj.v6n3a2485

Keywords:

ICT-based learning, Educational game, Elementary mathematics, Multiplication learning, Learning performance.

Abstract

This study aims to develop an ICT-based Multiplication House learning media that is valid, practical, and feasible for use in elementary school mathematics learning. This research employs a development research design using the Plomp model, which consists of four phases: initial investigation, design, realization, and evaluation. The study involved 20 third-grade students of SD Laboratory UNESA as research subjects. The instruments used include (1) validation sheets to assess the content, format, and language validity of the media, (2) observation sheets to examine student engagement during learning, (3) questionnaires to measure students’ responses and practicality, and (4) learning outcome tests to evaluate students’ mastery of multiplication concepts. The developed media is designed as an interactive educational game that encourages students to explore strategies and solve multiplication problems competitively. The novelty of this study lies in the integration of traditional multiplication house media into an ICT-based platform equipped with features such as automatic answer randomization, real-time feedback, turn-based interaction, and dynamic game evaluation, which promote higher student engagement and strategic thinking. The results show that the ICT-based Multiplication House media meets the validity criteria, with an average score of 80.3% from material experts and 78% from media experts, both categorized as valid. The media is also considered highly practical, indicated by an average student response score of 4.27 (very practical category). In terms of post-implementation learning performance, 85% of students achieved scores of ≥80 on the multiplication learning test, indicating that most students reached the predetermined mastery criterion. However, the relatively small sample size (n = 20) limits the generalizability of the findings and should be considered in interpreting the results. In conclusion, the ICT-based Multiplication House media is feasible for use in elementary mathematics learning, particularly in multiplication topics. This study implies that integrating game-based ICT media can support student engagement and facilitate multiplication learning activities. Future research is recommended to involve larger samples and diverse educational contexts to strengthen the generalizability and explore long-term impacts on students’ mathematical thinking skills.

Downloads

Download data is not yet available.

References

Aljammal, A. H., Qawasmeh, A., & Salameh, H. B. (2023). Machine learning–based phishing attacks detection using multiple datasets. International Journal of Interactive Mobile Technologies, 17(5).

Dewi, N. R., Arini, F. Y., & Ardiansyah, A. S. (2020). Development of ICT-assisted preprospec learning models. Journal of Physics: Conference Series, 1567(2), 022098.

Mirza, A. S., Ahmadi, F., & Suminar, T. (2019). Development of realistic mathematics education mobile learning in elementary school. Journal of Primary Education, 8(2), 169–175.

Karuniakhalida, P., Maimunah, M., & Murni, A. (2019). Development of ICT-based mathematical media on linear program materials to improve students’ learning motivation. Journal of Educational Sciences, 3(2), 195–204.

Mardhatillah, M., Kasmini, L., Yusrizal, Y., Fatmawati, F., Rambe, T., & Yasrizal, Y. (2020). The influence of ICT-based learning media on students’ learning outcomes in mathematics. Advances in Mathematics: Scientific Journal, 9(12).

Nurezki, S., & Sauri, R. S. (2026). Developing junior high school students’ competencies through ICT-based learning strategies. At Turots: Jurnal Pendidikan Islam, 132–145.

Sandi, A. P., & Fernandy, H. (2022). The effect of ICT learning media and discipline on the effectiveness of learning mathematics. Interna-tional Journal of Trends in Mathematics Education Research, 5(1).

Hidayat, W., Rohaeti, E. E., Hamidah, I., & Putri, R. I. I. (2023). How can Android-based trigonometry learning improve the math learning process? Frontiers in Education, 7.

Agustina, D. (2023). Construction of mathematics materials through lesson study supported by ICT-based learning media. Pelita Eksakta, 6(1).

Kaboodvand, T., Sulaiman, T., & Ayub, A. F. M. (2020). A study on the relationship between students’ computer self-efficacy and use of ICT in learning mathematics. ASM Science Journal, 13.

Pradipta, T. R., Perbowo, K. S., Nafis, A., Miatun, A., & Johnston-Wilder, S. (2021). Mathematics teachers’ perception of using ICT media in marginal regions. Infinity Journal, 10(1), 133–148.

Nah, F. F.-H., Zeng, Q., Telaprolu, V. R., Ayyappa, A. P., & Eschenbrenner, B. (2014). Gamification of education: A review of literature. In Lecture Notes in Computer Science (Vol. 8527, pp. 401–409). Springer.

Welbers, K., Konijn, E. A., Burgers, C., De Vaate, A. B., Eden, A., & Brugman, B. C. (2019). Gamification as a tool for engaging student learning. E-Learning and Digital Media, 16(2), 92–109.

Feng, Y., Liao, Y., & Ren, Y. (2018). Effects of mobile learning on students’ learning outcomes: A meta-analysis. In New media for educational change (pp. 115–123). Springer.

Wulandrio, R., & Rahmawati, I. (2018). Penggunaan media rumah perkalian pada pembelajaran matematika materi perkalian SD La-boratorium UNESA [The use of multiplication house media in elementary mathematics learning]. Jurnal Penelitian Pendidikan Guru Sekolah Dasar, 6(4).

Dotan, D., & Zviran-Ginat, S. (2022). Elementary math in elementary school: The effect of interference on learning the multiplication table. Cognitive Research: Principles and Implications, 7(1).

Efendi, R. A., Siswanto, D. H., & Saputra, S. A. (2025). Deep learning approach to teaching multiplication concepts using coin media: Classroom action research in elementary school. Jurnal Padamu Negeri, 2(2), 87–97.

Kurniawati, L. N. (2022). Meningkatkan hasil belajar peserta didik pada materi perkalian menggunakan papan perkalian [Improving students’ learning outcomes in multiplication using multiplication board media]. PTK: Jurnal Tindakan Kelas, 2(2), 113–119.

Enjelina, R. F., Jagadianti, G. W., Nikmah, K., Nadiantika, L. P., Febrianti, R. D., & Hasanudin, C. (2022). Penggunaan media rumah perkalian pada pembelajaran matematika kelas IV sekolah dasar [The use of multiplication house media in elementary school mathe-matics learning]. In Proceedings of National Seminar on Indonesian Language and Literature Education (Vol. 2, No. 1, pp. 70–78).

Huizinga, T., Handelzalts, A., Nieveen, N., & Voogt, J. M. (2014). Teacher involvement in curriculum design: Need for support to enhance teachers’ design expertise. Journal of Curriculum Studies, 46(1), 33–57.

Inwanti, S. N., & Setiawan, D. (2025). Enhancing motivation and science learning outcomes of elementary school students using animated video: A quasi-experimental study. Jurnal Pendidikan MIPA, 26(1), 212–226.

Hartono, S. (2020). Effectiveness of Geometer’s Sketchpad learning in two-dimensional shapes. Mathematics Teaching Research Journal, 12(3), 84–93.

Hartono, S., Ramadhona, R., Irawati, S., Frentika, D., & Rizki, H. T. N. (2025). Enhancing students’ van Hiele geometric thinking levels through the integration of Geometer’s Sketchpad (GSP) in geometry learning. Qubahan Academic Journal, 5(2), 265–278.

Hartono, S., Siswono, T. Y. E., & Ekawati, R. (2024). From informal to formal proof in geometry: A preliminary study of scaffolding-based interventions for improving preservice teachers’ level of proof. Mathematics Teaching Research Journal, 16(2), 48–62.

Hwang, G.-J., Lai, C.-L., & Wang, S.-Y. (2015). Seamless flipped learning: A mobile technology-enhanced flipped classroom. Journal of Computers in Education, 2(4), 449–473.

Prensky, M. (2001). Digital game-based learning. McGraw-Hill.

Hsin, C.-T., Li, M.-C., & Tsai, C.-C. (2014). The influence of young children’s use of technology on their learning. Educational Technology & Society, 17(4), 85–99.