The Effect of the Traditional “Bola Boy” Game Using Numbered Cans on Improving Number Symbol Recognition Skills in Students with Mild Intellectual Disabilities
DOI:
https://doi.org/10.17977/um029v13i12026p49-58Keywords:
traditional games, bola boy, membered cans, number symbols, students with mild intellectual disabilitiesAbstract
This study aims to determine the effect of modifying the traditional "bola boy" game with numbered cans on the ability of students with mild intellectual disabilities to recognize number symbols. Despite previous interventions using picture cards and videos, these students continue to face difficulties in distinguishing number symbols. A quantitative pre-experimental design with a one-group pre-test post-test approach was employed, involving six fourth-grade students from the Bhakti Luhur Baumata Special Education School selected through total sampling. Data were collected using written tests assessing counting, matching, sequencing, and number completion skills, and analyzed using a Paired Samples t-test with SPSS version 25.0. The results revealed a significant improvement in number symbol recognition, with mean scores rising from 58.67 (SD = 15.01) in the pre-test to 81.83 (SD = 12.95) in the post-test, representing an average gain of 23.16 points. Learning mastery increased from 33.3 percent to 100 percent. The paired samples t-test produced a t-value of -16.269 with p < 0.001, indicating a statistically significant difference. The effectiveness of this medium is attributed to its alignment with the concrete operational learning characteristics of these students, its integration of motor and cognitive activities providing multisensory experiences, and its facilitation of learning stages based on Dienes' Theory. The modified "bola boy" game with numbered cans is therefore proven to be an effective and valuable tool for teaching basic number symbol recognition in special education settings
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