Effectiveness of Realistic Mathematic Education and Jigsaw Assisted by Traditional Game Dakon on Numeration Ability and Learning Interest of Elementary School Students
DOI:
https://doi.org/10.65820/ejes-11vol2-issue2-2026Keywords:
Realistic Mathematics Education, Jigsaw, Learning Interest, Greatest Common Divisor (GCD), Least Common Multiple (LCM)Abstract
Purpose: This study investigates the effectiveness of Realistic Mathematics Education (RME) and the Jigsaw learning model, both assisted by the traditional Dakon game, in improving elementary students' numeracy ability and learning interest, addressing the need for more contextual, engaging, and culturally relevant mathematics instruction.
Methodology: A quantitative field research design was employed involving fifth-grade students from SDN Rejoagung 01 and SDN Kertomulyo 01 in Trangkil District, Pati Regency. Cluster random sampling was used to select the sample. Data were collected via a numeracy test and a learning interest questionnaire and analysed using descriptive statistics, prerequisite tests (normality and homogeneity), and independent-samples t-tests in SPSS.
Results: Both the RME and Jigsaw models assisted by the traditional Dakon game significantly improved students' numeracy ability and learning interest. However, RME demonstrated superior effectiveness, achieving higher mean scores for numeracy ability (88.80 vs. 81.30) and learning interest (95.40 vs. 92.05), with statistically significant differences (p < 0.001).
Novelty and Contribution: The study integrates RME, the Jigsaw cooperative learning model, and the traditional Dakon game within a culturally responsive framework, providing empirical evidence that combining contextual learning, collaborative strategies, and ethnomathematics-based media enhances both cognitive achievement and affective engagement in mathematics.
Practical and Social Implications: The findings encourage teachers and schools to adopt contextual, culturally relevant approaches, particularly RME supported by traditional games, to improve mathematics outcomes, while promoting preservation of local cultural heritage and fostering numeracy, motivation, and readiness for 21st-century education.
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Copyright (c) 2026 Karnelia Agenina, Eka Zuliana, Henry Suryo Bintoro (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
This article is licensed under a Creative Commons Attribution 4.0 International License.
