Implementation of Web-Based Educational Games in Addition and Subtraction Learning for Grade II Elementary School Students

Depa Dini; Dede Suratman; Ricka Tesi Muskania; Agung Hartoyo; Siti Khalidjah

doi:10.59329/gawi.v6i2.376

Authors

Depa Dini Universitas Tanjungpura
Dede Suratman Tanjungpura University
Ricka Tesi Muskania Tanjungpura University
Agung Hartoyo Tanjungpura University
Siti Khalidjah Tanjungpura University

DOI:

https://doi.org/10.59329/gawi.v6i2.376

Keywords:

addition and subtraction, learning engagement, lower-grade primary school, qualitative case study, web-based educational games

Abstract

Basic numeracy and learning engagement in the lower grades of Indonesian primary schools remain persistent concerns, yet qualitative accounts of how web-based educational games unfold in ordinary classrooms are scarce. This qualitative case study examines a web-based educational game, Game Counting Ceria, used in Grade II addition and subtraction lessons at a state primary school in Sambas Regency, West Kalimantan. Data were generated across five lessons through non-participant observation of 28 enrolled pupils (26 present in the focal session), a structured teacher observation of twelve implementation indicators, child-friendly interviews with ten pupils sampled for maximum variation in attainment, dated field notes, and documentation. Four focal cases (X01 to X04) are reported in depth. Thematic analysis followed six phases, with every theme traced back to dated raw-data references through an explicit analytic chain, an audit trail of coding decisions, and member checking with the class teacher. Five themes were constructed: behavioral engagement expressed as self-initiated retrying; emotional engagement tied to immediate scoring feedback; cognitive engagement that remains procedural; implementation constraints driven by the device ratio rather than connectivity; and the teacher's role, strong in scaffolding yet weak in conceptual consolidation at closing. Discrepant cases are reported, including pupils who waited for peers before attempting, enthusiasm that decayed after the tenth minute among those queuing, and a persistently limited capacity to justify answers despite high enthusiasm. Claims are therefore bound to engagement and learning experience rather than numeracy attainment.

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