Effects of Lined Ice Cream Stick Media and Learning Motivation on Elementary Students’ Numeracy Skills

Nurrohmatul Amaliyah; Ernae Lovie; Sigid Edy Purwanto

doi:10.55215/pedagonal.v10i2.86

Authors

Nurrohmatul Amaliyah Universitas Muhammadiyah Prof. Dr. HAMKA
Ernae Lovie
Sigid Edy Purwanto

DOI:

https://doi.org/10.55215/pedagonal.v10i2.86

Keywords:

Learning Media, Learning Motivation, Mathematics, Numeracy Skills, elementary school

Abstract

This study examined the effects of lined ice cream stick media and learning motivation on elementary students’ numeracy skills and their interaction. A quasi-experimental method with a non-equivalent control group design and a 2 × 2 factorial design was employed. The participants were 54 second-grade students of SDN Klender 12 Pagi, East Jakarta, divided into an experimental group (n = 27) taught with lined ice cream stick media and a control group (n = 27) taught with conventional finger counting. Data were collected through a numeracy skills test and a learning motivation questionnaire and analyzed using a two-way ANOVA at a significance level of 0.05. The experimental group obtained a higher post-test mean numeracy score (14.00) than the control group (12.00). Lined ice cream stick media had a significant effect on numeracy skills (F = 5.912; p = 0.018), as did learning motivation (F = 6.342; p = 0.018), and a significant interaction between the two factors was found (F = 7.912; p = 0.008), indicating that the effect of the media depended on students’ motivation levels. These findings suggest that simple, low-cost concrete media combined with motivation-sustaining strategies can support the development of elementary students’ numeracy skills.

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