Development and Evaluation of A Digital Dakon Game For Elementary Mathematics Learning Using the Addie Model

Abstract

Mathematics learning in elementary school plays a fundamental role in developing students’ logical thinking and numeracy skills. However, conventional learning methods that rely on repetitive exercises often reduce students’ engagement and motivation. Digital game- based learning offers an alternative approach by integrating instructional content into interactive gameplay. In addition, the ethnomathematics perspective emphasizes the importance of connecting mathematical concepts with cultural contexts to enhance meaningful learning. One traditional Indonesian game that contains strong mathematical elements is Dakon, which involves counting, comparison, and distribution activities. This study aims to develop and evaluate the functionality and user perception of a digital Dakon-based mathematics learning game for third-grade elementary school students using the ADDIE instructional design model, which consists of analysis, design, development, implementation, and evaluation stages. The game was developed as an Android-based application using the Unity game engine and integrates arithmetic questions directly into gameplay across three levels of difficulty. A rule-based artificial intelligence (AI) opponent was implemented to support interactive single-player gameplay. System functionality was evaluated using black-box testing, while user evaluation was conducted through a questionnaire consisting of 13 items measured using a five-point Likert scale, covering aspects of usability, attractiveness, perceived learning support, and user acceptance. The evaluation involved 20 third-grade students from MI Fajar Siddiq Elementary School. The results of black-box testing indicated that all system features operated according to the expected behavior. The questionnaire-based evaluation results showed an overall mean score of 4.25 with a feasibility percentage of 85%, categorized as highly feasible. The reliability analysis produced a Cronbach’s alpha value of 0.88, indicating strong internal consistency of the evaluation instrument. The results indicate that the developed digital Dakon game is perceived as a feasible and engaging learning medium for third-grade elementary students. The integration of cultural context, structured instructional design, and gameplay mechanics shows potential to support students’ motivation and learning experience. However, this study evaluates user perception and system functionality, and does not measure actual learning outcomes through experimental methods.