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All Journal Edumatsains Unnes Journal of Mathematics Education
Nabila Zahida
Universitas Sebelas Maret
Agriculture, Biological Sciences & Forestry Chemistry Education Mathematics Physics

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Needs Analysis for Developing a Board Game for Integer-operation Procedural Fluency in Junior High School Nabila Zahida; Yuli Bangun Nursanti; Imam Sujadi
Unnes Journal of Mathematics Education Vol. 15 No. 2 (2026): Reguler Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v15i2.64508

Abstract

This study presents a needs analysis for developing a board game to support integer-operation learning and procedural fluency among seventh-grade junior high school students. Conducted as the preliminary stage of a research and development study, the analysis combined classroom observation, structured teacher interviews, and a timed written test. Participants were one mathematics teacher and 26 seventh-grade students at a public junior high school in Kudus Regency, Indonesia, selected through purposive sampling. Observation and interviews showed that instruction remained dominated by written drills without game-based media, while school policy restricted mobile-phone and internet use, making non-digital media a more realistic option for this context. Test results showed an average accuracy of only 60.7 percent, well below the 75 percent fluency threshold, with 30.8 percent of students classified as requiring intervention; addition and subtraction showed the weakest performance, with addition also showing a dual weakness in accuracy and speed. Ability was highly heterogeneous across students, and no significant correlation was found between integer-operation fluency and social-arithmetic performance. These findings indicate that students need meaningful, repeatable, non-digital practice media, while teachers need media that accommodate diverse abilities without adding to their instructional design workload. This study contributes empirically grounded design requirements that can guide the development of board-game media for procedural fluency in similarly resourced junior high school settings.
Design Characteristics of Board Games for Learning Number and Operations: A Systematic Literature Review Nabila zahida; yuli bangun nursanti; imam sujadi
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 11 No 2 (2026): October
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v11i2.8787

Abstract

Board games are increasingly used in mathematics classrooms, yet little is known about how their design embeds number content beyond early childhood. This systematic literature review maps the design characteristics of board games for teaching number and operations in primary, secondary, and higher education, synthesises their reported outcomes, and identifies research gaps. Following PRISMA 2020, 669 records published between 2016 and 2026 were retrieved from Scopus, Semantic Scholar, and Google Scholar. After screening and quality appraisal with Mullet et al.’s rubric, 16 studies were synthesised narratively. Studies were concentrated in primary education (n = 9) and Indonesia (n = 9), and most used research-and-development designs (n = 9); only 5 included a comparison group. Race-track games with question or task cards were the most common design (n = 9), whereas intrinsic integration, in which moving or building on the board enacts a number operation, appeared in 6 studies that tended to have higher quality scores, an association rather than a causal effect. Procedural knowledge was targeted more often than conceptual knowledge. All 11 achievement studies reported improvement, but only 4 controlled studies showed an advantage over a comparison condition. Board games were associated with motivation, communication, and collaboration, whereas creativity was not measured and retention was examined in only 1 study. Integers were addressed by only 2 studies, and none examined integer subtraction, multiplication, or division in lower secondary school. The review proposes design principles that favour intrinsic integration and calls for controlled studies of board games for integer operations.
Co-Authors Imam Sujadi Yuli Bangun Nursanti