Improving Place Value Understanding through Game-Based Learning with Candy Media among Elementary School Students

Abstract

Learning place value still faces challenges because the abstract nature of the concept is often difficult for students to understand; therefore, a learning model that provides concrete and enjoyable learning experiences is needed. This study aims to describe the implementation of a Game-Based Learning model supported by candy-based media in teaching place value in mathematics at MI Az-Zahro Panunggalan. The novelty of this research lies in the use of concrete media in the form of candy in the Game Based Learning model to help elementary school students understand the concept of place value more concretely and interactively. This study uses a qualitative approach with a case study type. The research subjects consist of one classroom teacher and lower-grade students who participate in mathematics learning on the topic of place value. Data collection techniques were conducted through observation, interviews, and documentation, while data validity was obtained through source and technique triangulation. Data analysis used the Miles and Huberman model, which includes data reduction, data presentation, and conclusion drawing. The research results indicate that the application of Game Based Learning aided by candy media can increase students' active involvement in learning, help students understand the concepts of ones, tens, and hundreds more concretely, and improve students' accuracy in arranging numerical values and completing exercises. In addition, students showed higher enthusiasm, and teachers gave positive responses to the use of concrete media in mathematics learning. This research provides a practical contribution as an alternative innovative learning strategy for elementary school teachers, as well as enriching the study on the application of Game Based Learning assisted by concrete media in improving the understanding of basic mathematical concepts.