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All Journal Jurnal Ilmiah Profesi Pendidikan Elementary Journal of Education
Nurhadijah Fj
Universitas Megarezky
Education

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Pengaruh media Pembelajaran Uno Stacko Terhadap Kemampuan Numerasi Siswa Kelas III SD Inpres Anagowa Nurhadijah Fj; Nurhadifah Amaliyah; Jusmawati Jusmawati; Waddi Fatimah
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 4 (2025): November
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i4.3755

Abstract

Kemampuan numerasi merupakan salah satu kompetensi dasar yang penting dimiliki siswa sekolah dasar. Upaya meningkatkan kemampuan ini dapat dilakukan melalui penggunaan media pembelajaran yang menarik dan interaktif. Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan media pembelajaran Uno Stacko terhadap kemampuan numerasi siswa kelas III SD Inpres Anagowa. Metode yang digunakan adalah eksperimen dengan pendekatan kuantitatif. Sampel penelitian terdiri dari 31 siswa kelas III A yang dipilih melalui teknik purposive sampling. Instrumen yang digunakan meliputi lembar observasi, soal tes numerasi berbentuk esai, dan dokumentasi. Hasil penelitian menunjukkan bahwa aktivitas guru berada pada kategori sangat baik dengan rata-rata skor 3,6, dan aktivitas siswa pada kategori baik dengan rata-rata 3,4. Rata-rata nilai pretest siswa adalah 62,58 (kategori cukup) dan meningkat pada posttest menjadi 90,48 (kategori sangat baik). Hasil uji-t menunjukkan nilai signifikansi 0,000 < 0,05 yang berarti terdapat pengaruh signifikan penggunaan media Uno Stacko terhadap kemampuan numerasi siswa. Dengan demikian, dapat disimpulkan bahwa media pembelajaran Uno Stacko efektif dalam meningkatkan kemampuan numerasi siswa kelas III SD Inpres Anagowa.
Comparing UNO Stacko Game-Based Learning With Phonics-Informed Sound-Symbol Mapping and Conventional Instruction for Elementary Students' Number Recognition Sri Evi; Nurhadijah Fj; nabilah; aena; abdullah
Elementary Journal of Education Vol. 2 No. 1 (2026): Elementary Journal of Education
Publisher : Elementary Journal of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Background: Recognizing written numerals is a foundational symbolic-number skill, yet classroom activities that are enjoyable do not automatically strengthen the mapping between a numeral and its spoken name. UNO Stacko offers a concrete game format that can repeatedly expose learners to visible number symbols, while phonics-informed sound-symbol mapping provides a structured oral-labeling routine. Aims: This study compared UNO Stacko game-based learning combined with phonics-informed sound-symbol mapping with conventional instruction for elementary students' number recognition. Methods: A quantitative pretest-posttest control-group design involved 40 students, with 20 students in the experimental group and 20 in the control group. Number-recognition tests were administered before and after instruction. Because random allocation, participant demographics, intervention dosage, instrument psychometrics, and raw score-level statistics were not preserved in the supplied study record, the design and findings are reported conservatively and no missing values are reconstructed. Results: The source manuscript reports that students receiving the UNO Stacko-phonics condition improved in recognizing number symbols 1-10 and obtained a higher average posttest score than the control group. Exact means, standard deviations, inferential test statistics, confidence intervals, and effect sizes were not available in the supplied manuscript, so the magnitude and statistical certainty of the between-group difference cannot be re-estimated here. Conclusion: The reported direction of the outcome supports further investigation of UNO Stacko as a concrete game medium for repeated spoken-visual numeral mapping, but stronger causal claims require recovery and reanalysis of the original dataset. The study contributes a conceptually clearer distinction between conventional phonics and a phonics-informed sound-symbol routine adapted specifically for numeral recognition.
Co-Authors Abdullah aena Jusmawati Jusmawati nabilah Nurhadifah Amaliyah Sri Evi Waddi Fatimah