Needs Analysis for the Development of an Ethnopedagogy-Based Educational Game in Elementary School Mathematics Learning
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Abstract
This study aims to analyze the needs for developing an ethnopedagogy-based educational game in elementary school mathematics learning as a foundation for developing interactive technology-based learning media. Mathematics learning in elementary schools still faces challenges related to the abstract nature of mathematical concepts, limited student engagement, and the lack of contextual and attractive learning media. This study employed a quantitative approach with a descriptive method as the analysis stage (analysis) of the ADDIE development model (Analysis, Design, Development, Implementation, Evaluation). The research participants consisted of 62 fifth-grade elementary school students and 10 teachers selected through purposive sampling. Data were collected using a needs analysis questionnaire covering aspects of interactive mathematics learning, technology utilization, educational game characteristics, challenge and feedback elements, integration of local culture, and the use of Interactive Flat Panel (IFP) technology. The data were analyzed using descriptive statistics, including mean scores, standard deviations, frequencies, and percentages. The results showed that teachers had a high level of need for the development of ethnopedagogy-based educational games, with an average needs score of 99.40 and an ideal score percentage of 99.40%. Meanwhile, the students’ needs analysis showed an average score of 139.61 with an ideal score percentage of 93.08%, where 85.48% of students were categorized as needing the developed media. These findings indicate that the development of ethnopedagogy-based educational games supported by interactive technology is needed to create mathematics learning that is more engaging, contextual, and appropriate to the characteristics of elementary school students.
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