Increased Motivation to Learn Mathematics in Students of Sungai Buloh Malaysia Learning Centre Through Traditional Games
DOI:
https://doi.org/10.23917/buletinkkndik.v7i2.12826Keywords:
culturally responsive learning, indonesian diaspora, learning motivation, malaysian learning center, traditional gamesAbstract
Indonesian diaspora students often experience low motivation in learning mathematics due to abstract instruction and limited culturally relevant learning media. This community service program aimed to enhance mathematics learning motivation among Indonesian elementary students at the Sungai Buloh Learning Studio, Malaysia, through the integration of traditional Indonesian games Bentik, Dakon, and Engklek. The program was designed based on partner needs and implemented as culturally integrated mathematics learning activities. An evaluative one-group pretest–posttest approach was employed to assess changes in students’ learning motivation. Participants consisted of 20 third-grade Indonesian diaspora students. Motivation data were collected using the Mathematics Motivation Questionnaire (MMQ) and analyzed descriptively and inferentially using a paired-samples t-test and effect size estimation. The results showed a significant increase in mathematics learning motivation after program implementation. The average motivation score improved by 15.00 points, with a statistically significant difference between pretest and posttest scores (p < 0.001) and a large effect size (d = 1.06). The most notable gains were observed in task value and self-efficacy, indicating that culturally embedded, game-based learning made mathematics more meaningful and accessible to students. In conclusion, traditional game-based mathematics learning is an effective and low-cost strategy for community service programs in diaspora contexts, supporting both learning motivation and cultural identity reinforcement.
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