Domino-based BILAN cards and fourth-grade students’ multiplication learning outcomes: A quasi-experimental study
Keywords:
BILAN cards, domino game, elementary mathematics, learning outcomes, multiplicationAbstract
Multiplication is a fundamental mathematical skill, yet many elementary school students experience difficulties because instruction is often teacher-centered and lacks engaging learning media. This study examined the effect of domino-based BILAN (Multiplication Number) cards on fourth-grade students’ mathematics learning outcomes. A quasi-experimental method with a nonequivalent pretest–posttest control group design was employed. The participants were 34 fourth-grade students, consisting of 20 students in the experimental group and 14 students in the control group. Data were collected using a 20-item multiple-choice achievement test and analyzed using Jamovi 2.3.2. The instrument showed high internal consistency, with a Cronbach’s alpha coefficient of .849. The reported independent-samples t-test indicated no significant difference between the groups’ pretest scores (p = .469). However, a significant difference was found in the posttest scores (p < .001), with the experimental group achieving higher learning outcomes than the control group. These findings suggest that domino-based BILAN cards can support multiplication learning by providing a more engaging and interactive learning experience. Therefore, this medium may serve as an alternative instructional tool for teaching multiplication in elementary schools.
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Copyright (c) 2025 Yurike Vera Frasilia (Author)
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