Skip to main content Skip to main navigation menu Skip to site footer
Published: 2023-11-30

Learning from Indonesia: A systematic literature review on the implementation of traditional Indonesian games for mathematics education

Universitas Pendidikan Indonesia
Systematic Literature Review Indonesia Mathematics Education Traditional Game



[English]: As part of the culture, traditional games have a positive impact on the teaching and learning process of mathematics. Looking at the facts in the field related to problems in learning mathematics, such as students' lack of motivation to learn mathematics and difficulties in understanding mathematics, teachers can use traditional games as a solution to these problems. Therefore, this study aims to investigate the impact of Indonesian traditional games on learning mathematics. Systematic literature review (SLR) was used as the method in this study and PRISMA 2020 as the research framework. In this study, there were five inclusion criteria: the documents were from published articles, the traditional games had to be from Indonesia, the documents were in English, they were specific to the subject of mathematics, and the research objective of the articles was to identify the impact of the application of traditional games on mathematics learning. There were 22 articles eligible for review to answer the research questions. The results showed, 1) Indonesian traditional games were shown to have potential effects to support cognitive, psychomotor, affective, mathematical process skills, and 21st century skills; 2) the Java region was the most frequent location for research on the implementation of traditional games; 3) Numbers and Geometry are more frequently taught using traditional games compared to other mathematics topics; 4) primary school students are the most frequent sample in the implementation of traditional games; and 5) design research is the most frequently used research type in the implementation of traditional games in mathematics learning. This research provides information on traditional games that can be implemented in mathematics learning and provides evidence that traditional games do have a positive effect on learning mathematics.

[Bahasa]: Sebagai bagian dari budaya, permainan tradisional memiliki dampak positif terhadap proses belajar mengajar matematika. Melihat fakta di lapangan terkait permasalahan dalam pembelajaran matematika, seperti kurangnya motivasi siswa belajar matematika hingga kesulitan dalam memahami matematika, maka guru dapat menggunakan permainan tradisional sebagai solusi terhadap masalah tersebut. Oleh karena itu, penelitian ini bertujuan untuk menyelidiki dampak permainan tradisional Indonesia terhadap pembelajaran matematika. Tinjauan literatur sistematis (SLR) digunakan sebagai metode dalam penelitian ini dan PRISMA 2020 sebagai kerangka kerja penelitian. Pada penelitian ini, terdapat lima kriteria inklusi yakni dokumen berasal dari artikel yang telah dipublikasikan, permainan tradisional harus berasal dari Indonesia, dokumen menggunakan bahasa Inggris, dikhususkan untuk mata pelajaran matematika, dan tujuan penelitian dari artikel tersebut adalah mengidentifikasi dampak penerapan permainan tradisional terhadap pembelajaran matematika. Terdapat 22 artikel yang memenuhi syarat untuk ditinjau untuk menjawab pertanyaan penelitian. Hasil penelitian menunjukkan, 1) permainan tradisional Indonesia terbukti memiliki efek potensial untuk mendukung kemampuan kognitif, psikomotorik, afektif, keterampilan proses matematika, dan keterampilan abad ke-21; 2) wilayah Jawa merupakan lokasi yang paling sering menjadi tempat penelitian implementasi permainan tradisional; 3) Bilangan dan Geometri lebih sering diajarkan dengan menggunakan permainan tradisional dibandingkan dengan topik matematika yang lain; 4) siswa sekolah dasar merupakan sampel yang paling sering dijadikan subjek dalam implementasi permainan tradisional; dan 5) design research merupakan jenis penelitian yang paling sering digunakan dalam penelitian implementasi permainan tradisional dalam pembelajaran matematika. Penelitian ini berkontribusi dalam menyajikan informasi terkait permainan tradisional yang dapat diimplementasikan dalam pembelajaran matematika dan menjadi bukti bahwa permainan tradisional memang memiliki efek positif terhadap pembelajaran matematika.


Download data is not yet available.


  1. Aguilar, J. J. (2021). High school students’ reasons for disliking mathematics: The intersection between teacher’s role and student’s emotions, belief and self-efficacy. International Electronic Journal of Mathematics Education, 16(3), em0658.
  2. Aini, A. N., Widjayatri, RR. D., Fatihaturosyidah, Mashudi, E. A., Suzanti, L., & Tristyanto, B. (2022). Implementation of mathematics learning for early childhood through the traditional bekel ball game. JOYCED: Journal of Early Childhood Education, 2(2), 236–246.
  3. Anderson, L. W., Krathwhol, D. R., Airasian, P., Cruikshank, K., Mayer, R., Pintrich, P., Raths, J., & Wittrock, M. (2001). A taxonomy for learning, teaching, and assessing: A revision of bloom’s taxonomy of educational objective. Addison Wesley Longman.
  4. Aras, A., & Zahrawati, F. (2021). Fostering students’ interest in mathematics learning with the utilization of ethnomathematics through makkudendeng traditional game. MaPan, 9(1), 27.
  5. Arthur, Y. D., Dogbe, C. S. K., & Asiedu-Addo, S. K. (2022). Enhancing performance in mathematics through motivation, peer assisted learning, and teaching quality: The mediating role of student interest. Eurasia Journal of Mathematics, Science and Technology Education, 18(2), em2072.
  6. Atmaja, F. L., Sugiman, S., & Fineldi, R. J. (2021). Designing learning trajectory: A case of data distribution using the context of congklak. ICLIQE 2021: Proceeding of the 5th International Conference on Learning Innovation and Quality Education, 1–7.
  7. du Plessis, P. (2014). Problems and complexities in rural schools: Challenges of education and social development. Mediterranean Journal of Social Sciences.
  8. Fendrik, M., Marsigit, M., & Wangi̇d, M. N. (2020). Analysis of Riau traditional game-based ethnomathematics in developing mathematical connection skills of elementary school students. İlköğretim Online, 1605–1618.
  9. Gunstone, R. (Ed.). (2015). Encyclopedia of science education. Springer Netherlands.
  10. Hamilton, R., & Ghatala, E. (1994). Learning and instruction. McGraw-Hill Inc.
  11. Handayani, A. D., & Iswantiningtyas, V. (2020). Javanese traditional games as a teaching and learning media to socialize and introduce mathematics since early age. Journal of Physics: Conference Series, 1521(3), 032008.
  12. Harackiewicz, J. M., Smith, J. L., & Priniski, S. J. (2016). Interest matters: The importance of promoting interest in education. Policy Insights from the Behavioral and Brain Sciences, 3(2), 220–227.
  13. Ibrahim, D. S. M., & Ahyan, S. (2020). Realistic mathematics learning model through traditional game. Journal of Physics: Conference Series, 1539(1), 012074.
  14. Jayadi, K., & Arnidah, Ms. (2019). Traditional games as media to improve students’ social interaction in elementary schools in Makassar, South Sulawesi. Proceedings of the 1st International Conference on Advanced Multidisciplinary Research (ICAMR 2018). Proceedings of the 1st International Conference on Advanced Multidisciplinary Research (ICAMR 2018), Makassar, Indonesia.
  15. Kamid, K., Rohati, R., Hobri, H., Triani, E., Rohana, S., & Pratama, W. A. (2022). Process skill and student’s interest for mathematics learning: Playing a traditional games. International Journal of Instruction, 15(3), 967–988.
  16. Kamid, K., Rohati, R., Rahmalisa, Y., Anggo, M., Septi, S. E., Azzahra, M. Z., & Nawahdani, A. M. (2021). Engklek game in mathematics: How difference and relationship student attitude towards science process skills? Cypriot Journal of Educational Sciences, 16(6), 3109–3123.
  17. Kamid, K., Sofnidar, S., Septi, S. E., & Citra, Y. D. (2021). The contribution of the traditional game of congklak to mathematics learning: How is the relationship and influence of interest, cooperative character and student responses. Premiere Educandum: Jurnal Pendidikan Dasar Dan Pembelajaran, 11(2), 280.
  18. Marlina, S. (2017). Character values development in early childhood through traditional games. Atlantis Press, 58, 404–408.
  19. Masyhuri, S. F., & Suherman, W. S. (2020). The traditional game learning model for the elementary school student character building. Proceedings of the 4th International Conference on Sport Science, Health, and Physical Education (ICSSHPE 2019). 4th International Conference on Sport Science, Health, and Physical Education (ICSSHPE 2019), Bandung, Indonesia.
  20. Mcleod, S. (2018). Jean Piaget’s theory of cognitive development. SimplyPsychology.
  21. Melianasari, H., & Suparno, S. (2018). The importance of traditional games to improve children’s interpersonal skill. Proceedings of the 4th International Conference on Early Childhood Education. Semarang Early Childhood Research and Education Talks (SECRET 2018). Proceedings of the 4th International Conference on Early Childhood Education. Semarang Early Childhood Research and Education Talks (SECRET 2018), Semarang, Indonesia.
  22. Mustafaoğlu, R., & Yasacı, Z. (2018). The negative effects of digital game playing on children’s mental and physical health. Bağımlılık Dergisi – Journal of Dependence, 19(3), 51–58.
  23. Nasrullah, N., & Zulkardi, Z. (2011). Building counting by traditional game: mathematics program for young children. Journal on Mathematics Education, 2(1), 41–54.
  24. NCTM (Ed.). (2000). Principles and standards for school mathematics. National Council of Teachers of Mathematics.
  25. Noemí, P.-M., & Máximo, S. H. (2014). Educational games for learning. Universal Journal of Educational Research, 2(3), 230–238.
  26. Nur, A. S., Kartono, K., Zaenuri̇, Z., & Rochmad, R. (2022). The learning trajectory construction of elementary school students in solving integer word problems. Participatory Educational Research, 9(1), 404–424.
  27. Nur’aeni, E., Muharram, M. R. W., & Sriwianti, S. (2019). Didactical design of mathematics teaching based on gobak sodor traditional games in primary school. Journal of Physics: Conference Series, 1318(1), 012015.
  28. Nur’aeni, E., Nur, L., Muharram, M. R. W., & Dewi, N. F. (2019). Didactical design of cube nets based on Pecle traditional games in primary school. Journal of Physics: Conference Series, 1318(1), 012075.
  29. Nur‘aeni, E., Rohmayati, F., Wahid Muharram, M., Pranata, O., Hodidjah, H., & Apriani, I. (2020). The didactical design of properties of triangles based on pecle traditional games in primary school. Proceedings of the Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 2019, 12 October 2019, Bandung, West Java, Indonesia. Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 2019, 12 October 2019, Bandung, West Java, Indonesia, Bandung, Indonesia.
  30. Nursyahidah, F., Ilma, R., & Somakim, S. (2013). Supporting first grade students’ understanding of addition up to 20 using traditional game. Journal on Mathematics Education, 4(2), 212–223.
  31. P21. (2019). Framework for 21st century learning definitions. Battelle for Kids.
  32. Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. Systematic Reviews, 10(1), 89.
  33. Pantziara, M., & Philippou, G. N. (2015). Students’ motivation in the mathematics classroom. Revealing causes and consequences. International Journal of Science and Mathematics Education, 13(S2), 385–411.
  34. Pathuddin, H., Kamariah, K., & Nawawi, M. I. (2021). Buginese ethnomathematics: Barongko cake explorations as mathematics learning resources. Journal on Mathematics Education, 12(2), 295–312.
  35. Polman, J., Hornstra, L., & Volman, M. (2021). The meaning of meaningful learning in mathematics in upper-primary education. Learning Environments Research, 24(3), 469–486.
  36. Prahmana, R. C. I., & D’Ambrosio, U. (2020). Learning geometry and values from patterns: Ethnomathematics on the batik patterns of Yogyakarta, Indonesia. Journal on Mathematics Education, 11(3), 439–456.
  37. Prahmana, R. C. I., Zulkardi, Z., & Hartono, Y. (2012). Learning multiplication using indonesian traditional game in third grade. Journal on Mathematics Education, 3(2), 115–132.
  38. Rahmawati, N. P., In’am, A., & Dintarini, M. (2020). Implementation of patil lele traditional game as ethnomathematics to improve student’s perspective to mathematics. Mathematics Education Journal, 3(2), 130.
  39. Risdiyanti, I., Prahmana, R. C. I., & Shahrill, M. (2019). The learning trajectory of social arithmetic using an Indonesian traditional game. İlköğretim Online, 2094–2108.
  40. Roza, Y., Siregar, S. N., & Solfitri, T. (2020). Ethnomathematics: Design mathematics learning at secondary schools by using the traditional game of Melayu Riau. Journal of Physics: Conference Series, 1470(1), 012051.
  41. Shinta, D. K., Syamsi, I., & Haryanto, H. (2019). Traditional game as a media for character education inclusion elementary school. Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018). Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018), Yogyakarta, Indonesia.
  42. Suhaebah, S. (2019). Traditional game as a social studies learning method to develop student’s communication and collaborative skills. Postgraduate School UPI, 340–350.
  43. Supahmi, N. P., Hariastuti, R. M., & Nurmahmudy, W. (2022). Mathematics in seltok: A Banyuwangi traditional game. Journal of Science and Education (JSE), 2(2), 53–64.
  44. Supiyati, S., Hanum, F., & Jailani, J. (2019). Ethnomathematics in Sasaknese architecture. Journal on Mathematics Education, 10(1), 47–58.
  45. Supriadi, S. (2022). Elementary school students' reflection: Didactical design analysis on integer and fraction operations on mathematical concepts with Sundanese ethnomathematics learning. Pegem Journal of Education and Instruction, 12(4).
  46. Supriadi, S., Susilawati, S., & Tristyanto, B. (2019). Ethnomathematics in mathematics, social and physical education. Journal of Physics: Conference Series, 1318(1), 012126.
  47. Syahria, N. (2020). The use of Indonesia traditional game to upgrade pupils speaking skills and lessen pupils speaking anxiety. Sirok Bastra, 8(2).
  48. Trajkovik, V., Malinovski, T., Vasileva-Stojanovska, T., & Vasileva, M. (2018). Traditional games in elementary school: Relationships of student’s personality traits, motivation and experience with learning outcomes. PLOS ONE, 13(8), e0202172.
  49. Tran, L. T., & Nguyen, T. S. S. (2021). Motivation and mathematics achievement: A Vietnamese case study. Journal on Mathematics Education, 12(3), 449–468.
  50. Van den Heuvel-Panhuizen, M., & Drijvers, P. (2020). Realistic mathematics education. In S. Lerman (Ed.), Encyclopedia of mathematics education (2nd ed.). Springer International Publishing.
  51. Van Oers, B. (1998). From context to contextualizing. Learning and Instruction, 8(6), 473–488.
  52. van Rijk, Y., Volman, M., de Haan, D., & van Oers, B. (2017). Maximising meaning: Creating a learning environment for reading comprehension of informative texts from a Vygotskian perspective. Learning Environments Research, 20(1), 77–98.
  53. Victor, L. (2008). Systematic reviewing in the social sciences: Outcomes and explanation. Enquire, 1(1), 32–46.
  54. Walsham, G. (2002). Cross-cultural software production and use: A structurational analysis. MIS Quarterly, 26(4), 359.
  55. Widiana, I. W., Jampel, I. N., & Prawini, I. P. (2018). The effectiveness of traditional game-based communication learning activity for cognitive process dimension learning achievement. Cakrawala Pendidikan, 37(2), 260–269.
  56. Woodard, T. (2004). The effects of math anxiety on post-secondary developmental students as related to achievement, gender, and age. Inquiry, 9(1).
  57. Yumiati, Y., Haji, S., & Yulitasari, E. (2023). Improving mathematics learning outcome through outdoor learning based on ethnomathematics of Bengkulu’s traditional game ‘gotri ayo gotri. Jurnal Teori Dan Aplikasi Matematika, 7(1), 23–33.
  58. Zaenuri, Cahyono, A. N., & Dwidayanti, N. (2019). Exploration on ethnomathematics phenomena in Kudus regency and its optimization in the mathematics learning. Journal of Physics: Conference Series, 1387(1), 012137.

How to Cite

Qirom, M. S., & Dadang Juandi. (2023). Learning from Indonesia: A systematic literature review on the implementation of traditional Indonesian games for mathematics education. Beta: Jurnal Tadris Matematika, 16(2), 136–150.