The Effectiveness of The Short Card Game Media in Improving Mathematics Learning Outcomes of Islamic Elementary School Students

Aminatur Rohmatillah; Mar'atus Sholihah; Rizqiyah Ratu Balqis; Yahaya Niwae

doi:10.62097/ad.v8i02.3378

Aminatur Rohmatillah Fakultas Tarbiyah, Universitas Al-Falah As-Sunniyah, Jember, Indonesia https://orcid.org/0009-0007-8894-3642
Mar'atus Sholihah Fakultas Tarbiyah, Universitas Al-Falah As-Sunniyah, Jember, Indonesia https://orcid.org/0009-0002-6504-2052
Rizqiyah Ratu Balqis Fakultas Tarbiyah, Universitas Al-Falah As-Sunniyah, Jember, Indonesia https://orcid.org/0009-0007-8633-5213
Yahaya Niwae Universitas Fatoni, Pattani, Thailand https://orcid.org/0009-0002-5161-3686

DOI: https://doi.org/10.62097/ad.v8i02.3378

Keywords: Learning Media, Short Card, Learning Outcomes, Mathematics, Fraction Conversion, Islamic Elementary School

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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