Journal of Advanced Research in Applied Sciences and Engineering Technology 48, Issue 1 (2025) 1-28

Journal of Advanced Research in Applied

Sciences and Engineering Technology
Journal homepage:
https://semarakilmu.com.my/journals/index.php/applied_sciences_eng_tech/index
ISSN: 2462-1943

Android-Based Technology: Development of Game-Based Learning Media

Based on the Results of Analysis of Arithmetic Learning Difficulties
J. Juhanaini1,*, Alya Jilan Rizqita1, Muhammad Rafi Wirdan Assyakir Tandu Bela1, Tati Hernawati1,
Insani Nurul Qolbi1, Dustnazar Omonovich Khimmataliyev2

1 Universitas Pendidikan Indonesia, Bandung, Jawa Barat, Indonesia

2 Pedagogical Sciences, Chirchik State Pedagogical University, Tashkent Region, Uzbekistan

ARTICLE INFO ABSTRACT

Article history: This research aims to develop educational games and learning media using Android-
Received 23 October 2023 based technology on arithmetic material for children with barriers to learning
Received in revised form 12 December 2024 mathematics. The research method used in this research is design-based research (DBR)
Accepted 2 May 2024 to obtain comprehensive information regarding the analysis of learning difficulties
Available online 30 June 2024
experienced by students and the development of game-based learning media. The
subject in this research was a child with learning disabilities in arithmetic material. The
result of this research is the development of educational games and learning media
using Android-based technology on arithmetic material for children with learning
disabilities. The content contained in educational games and learning media has been
adapted to the needs of children who have learning obstacles in arithmetic material.
Material that is tailored to the needs will be very appropriate for the learning
development of children with learning disabilities in arithmetic material. The results of
this research showed that educational games media using Android-based technology
Keywords: can increase learning needs for material in arithmetic. Apart from being useful for
Arithmetic; Game Based Learning; children with learning disabilities, it is hoped that this educational game learning media
Learning Difficulties; Mathematics; can also be used for other children who are studying mathematics using arithmetic
Android-Based Technology material.

1. Introduction

Technological developments in the 21st century have experienced significant changes from year
to year [1-6]. Technology is essentially the result of science and is very important for human life [7].
Technology is created to support human life in all aspects. This very rapid technological development
occurs especially in advances in the field of information and communication, one of which is
smartphones [8]. The Android operating system is the most used on smartphones in Indonesia today
[9].

*
Corresponding author.
E-mail address: [email protected]

https://doi.org/10.37934/araset.48.1.128

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Current technological developments have an impact on many things, one of which is education.
The development of technology in the world of education provides many benefits for educators to
carry out learning easily as an educator's way of teaching with currently developing technology. The
existence of technological developments that have changed significantly has an impact on the world
of education which is required to be more modern. Society and students feel the impact of
technology on education in the 21st century, starting from the various types of learning media
available to new learning models that utilize advances in technology and information [10]. Equipment
and applications that are easy to learn and use as learning media are the result of this very rapid
progress in science and technology [11-17]. One of them is that the Android operating system is
currently also being used in education. The use of smartphones in learning creates innovation in
learning. Technology as a learning tool can make lessons more interesting. Students will learn more
interactively, and they can learn anytime and anywhere without having to meet directly with the
teacher [18].
One of the main problems faced by students in understanding conventional classroom lessons is
the repetition of explanations about the material taught by the teacher, problems that arise when
students are not ready to understand the lesson, and difficulties to use learning media during the
learning process [19]. One of them often occurs in mathematics lessons. Mathematics lessons at
school are considered difficult for students because mathematical objects are abstract [20].
Mathematics is considered one of the difficult subjects in school because it requires extraordinary
thinking abilities. As a result, some students consider mathematics to be a boring and difficult subject
to learn. In this problem, learning media must apply technology to make the learning process easier
[21]. Modern educational games can be used as an alternative to improve students' mathematics
learning in a fun way and teach them to think critically [22]. By using games in learning mathematics,
it can increase students' enthusiasm for learning mathematics and make it easier for students to
understand mathematical concepts.
The development of learning media using game-based learning technology is the aim of this
research. Game-based learning media has attracted tremendous attention, as shown by excellent
research trends (see Figure 1). Figure 1 shows the improvement of publication numbers in the
research on game-based learning media based on the Scopus database taken in June 2024, showing
the importance of this study for further uses and applications. Detailed information on how to get
this data is explained elsewhere [23-48]. Bibliometric analysis is one of the effective methods for
understanding current issues and research trends. Examples of the use of bibliometrics to understand
research trends are presented in Table 1.
Game-based learning media is a tool for developing the arithmetic learning process for students
with difficulties in learning subjects [49-57], such as mathematics [58]. However, until now has been
no research on android-based technology: development of game-based learning media based on the
results of analysis of arithmetic learning difficulties. The novelties in this research include (i) the
development of game-based learning media on arithmetic material (place value content and
arithmetic operations), (ii) the development of game-based learning media on arithmetic material
based on the results of analysis of learning difficulties experienced by students. Table 1 contains
efforts to complete this research. We reviewed several previous studies as study material for
developing learning media. Table 2 shows how many previous studies have examined the
development of Android-based technology as a learning medium and even as a communication
medium for children with complex communication barriers [59-63].

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Fig. 1. Bibliometric analysis for obtaining research trend, taken from the Scopus database on June 2024, using
the keyword “Game Based Learning Media”

Table 1
Previous studies on bibliometric analysis
No. Title Author Ref.
1 Introducing ASEAN journal for science and engineering in materials: Nandiyanto et al. [24]
bibliometric analysis
2 Involving particle technology in computational fluid dynamics research: a Nandiyanto et al. [25]
bibliometric analysis
3 Particulate matter emission from combustion and non-combustion Nandiyanto et al. [26]
automotive engine process: review and computational bibliometric analysis
on its source, sizes, and health and lung impact
4 Social impact and internationalization of “indonesian journal of science and Nandiyanto & Al Husaeni. [27]
technology” the best journal in indonesia: a bibliometric analysis
5 Introducing asean journal of science and engineering: a bibliometric analysis Nandiyanto & Al Husaeni. [28]
study
6 Concept of computational fluid dynamics design and analysis tool for food Muktiarni et al. [29]
industry: a bibliometric
7 Concept of computational fluid dynamics and its application in sport science: Rachmat et al. [30]
bibliometric analysis of modelling thermal comfort in sport hall
8 Bibliometric computational mapping analysis of trend metaverse in Muktiarni et al. [31]
education using vosviewer
9 Phytochemical profile and biological activities of ethylacetate extract of Sahidin et al. [32]
peanut (arachis hypogaea l.) Stems: in-vitro and in-silico studies with
bibliometric analysis
10 Information and communication technology (ICT) intervention targeting Rahayu et al. [33]
physical activity and diet behaviors in people with disabilities: vosviewer
mapping analysis
11 Computational bibliometric analysis of english research in science education Sukyadi et al. [34]
for students with special needs using vosviewer

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Table 1 (continue)
Previous studies on bibliometric analysis
No. Title Author Ref.
12 Orange and strawberry skins for eco-enzyme: experiment and bibliometric Muktiarni et al. [35]
analysis
13 Counseling guidance in science education: definition, literature review, and Solehuddin et al. [36]
bibliometric analysis
14 A bibliometric analysis of management bioenergy research using vosviewer Soegoto et al. [37]
application
15 Oil palm empty fruit bunch waste pretreatment with benzotriazolium-based Mudzakir et al. [38]
ionic liquids for cellulose conversion to glucose: experiments with
computational bibliometric analysis.
16 Research mapping in the use of technology for fake news detection: Gunawan et al. [39]
bibliometric analysis from 2011 to 2021.
17 Management information systems: bibliometric analysis and its effect on Santoso et al. [40]
decision making.
18 Sustainable production-inventory model with multi-material, quality Utama et al. [41]
degradation, and probabilistic demand: from bibliometric analysis to a robust
model.
19 Biomass-based supercapacitors electrodes for electrical energy storage Hamidah et al. [42]
systems activated using chemical activation method: a literature review and
bibliometric analysis.
20 Antiangiogenesis activity of indonesian local black garlic (allium sativum Arianingrum et al. [43]
‘solo): experiments and bibliometric analysis.
21 Characteristics of tamarind seed biochar at different pyrolysis temperatures Rahmat et al. [44]
as waste management strategy: experiments and bibliometric analysis.
22 The compleat lextutor application tool for academic and technological lexical Abduh at al. [45]
learning: review and bibliometric approach.
23 How eyes and brain see color: definition of color, literature review with Juhanaini et al. [46]
bibliometric analysis, and inquiry learning strategy for teaching color changes
to student with mild intelligence barriers.
24 Bibliometric analysis of nano metal-organic frameworks synthesis research in Shidiq, A.P.A. [47]
medical science using vosviewer.
25 Use of blockchain technology for the exchange and secure transmission of Lizama et al. [48]
medical images in the cloud: systematic review with bibliometric analysis.

2. Literature Study
2.1 Android Based Technology

The use of mobile devices such as smartphones or tablets is a technology that is very close to
students today. One technology that needs to be utilized is creating Android-based media in learning
activities [64]. Android-based applications are one of the technological innovations that can be used
to assist the learning process [65]. It is hoped that the existence of Android-based learning media will
encourage students to learn more independently and according to their abilities

Table 2
Analysis of previous research
No. Title Results Ref.
1. Development of android based The Android-based learning media developed is very suitable [59]
mathematics learning media for for use.
primary school students
2. Development of android-based This research uses the development of the ADDIE model and [60]
mathematics learning media the final result is that mathematics learning media products
are suitable for use as alternative learning media for students.

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3. Effectiveness of android-based Android-based learning media in basic mathematics subjects [61]

mathematics learning media is convincingly effective in improving student achievement
application on student learning
achievement
4. Development of alternative and Android technology for people with disabilities can be used as [62]
augmentative mi-says an alternative and augmentative form of communication
communication systems for children
with intellectual disabilities
5. Multimedia development of android Completeness of student learning outcomes after using [63]
based mathematics Learning in multimedia Mathematics learning is very good, so its
elementary school students application has a positive impact on student learning
outcomes.

2.2 Game-based learning

Game-based learning uses digital games as a medium for teaching, so students can better
understand what they are learning. Term game-based learning refers to the use of video games and
elements related to game reality, content, subjects, and images in the learning process [66]. Game-
based learning uses technology such as computers, cell phones, and online applications [67]. Game-
based learning approach refers to the use of games, game interactions, and game design to motivate
students to engage in classroom activities [68]. Game-based learning allows students to be involved
in solving problems and encourages active learning in the context of games. Game-based learning is
one of the learning innovations. Games can be developed in the form of technology such as game-
based learning [69].

2.3 Development of technology-based learning media

Currently, the use of Information and communications technology (ICT) is increasingly

widespread in the fields of education, administration, economics, business, and so on. Likewise, in
the world of education, the use of ICT is an initiative to facilitate the implementation of learning. At
the same time, it is an effort to disseminate or obtain information more widely. Mastering ICT is an
effort by educational staff as a form of awareness to optimize the use of technology in assisting the
learning process. The progress of ICT is currently having a positive impact on the world of education,
teachers, students, and education staff can obtain information related to learning more easily.
Currently, the role of learning media is very urgent and important in increasing the effectiveness
of learning. The teaching and learning process in schools always has the aim of achieving certain
expectations. To achieve certain expectations the teaching and learning process needs to be
meaningful for students. Learning media is anything that is used as an intermediary or liaison from
the provider of information, namely the teacher, to the recipient of the information or students to
stimulate students to be motivated and able to participate in the learning process completely and
meaningfully. This means that there are five components in the definition of learning media,
including:
(i) As an intermediary for messages or materials in the learning process
(ii) As a learning resource.
(iii) As a tool to stimulate students' motivation to learn.
(iv) As an effective tool to achieve complete and meaningful learning outcomes.
(v) Tools for acquiring and improving skills.
(vi) These components collaborating well will have implications for the achievement of learning
following the expected targets.

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Learning media has become a part that can provide meaningful experiences in the learning
process. In general, learning media functions as a communication tool in the learning process It is
part of the overall instructional system. Several criteria should be considered in choosing media,
according to the objectives to be achieved, appropriate to support lesson content which is facts,
concepts, principles or generalizations, practical, flexible and sustainable, the teacher is skilled in
using it, and target grouping. Several general criteria need to be considered when selecting media.
However, theoretically, each media has advantages and disadvantages that will influence the
effectiveness of the learning program [70].
Learning Media is a tool used to demonstrate certain facts, concepts, principles, or procedures
thus they appear more real/concrete. These tools are intended to provide more concrete experiences
and motivate as well as increase students' absorption and memory in learning. Media can foster
students' positive attitudes towards the material and learning process. The learning process becomes
more interesting if the right media is used thus students are motivated to love the science they are
studying. A teacher can be effective and efficient in presenting lesson material if he can use the media
well and appropriately [71].
Along with the development of the times, knowledge, and technology, learning media has also
experienced development and progress, this means that there are many types and variations of
learning media along with the times and advances in knowledge and technology. Used technology in
learning is very necessary in terms of designing, analyzing, evaluating, developing, and
dimensionalizing material in the learning process. Game-based learning is the use of games with
serious goals (i.e. educational goals), as a tool that supports the learning process significantly [72].
There are several benefits of using games in learning, including:
(i) Motivate and involve all students in learning.
(ii) Train students' abilities such as literacy skills and numeracy skills.
(iii) As a therapeutic medium to overcome cognitive difficulties.
(iv) Playing a certain role or profession before practicing in real life.
(v) Empowering students as producers of multimedia or game-based content [73].
Game-based learning is a game (game) that is deliberately created for educational purposes as
a supporting learning medium because it is considered more interesting than conventional teaching
and learning processes. Game-based learning is proven to be able to improve student achievement
and support the educational process. This relates to the design used in educational games, which
consists of animation, appropriate color selection, and interesting illustrations (objects) at each
learning stage or each learning topic which is then applied to educational games [74].

2.4 Mathematics

Mathematics is a science that has an important role in human life. This makes mathematics has
attracted tremendous attention for researchers, especially in education [75-98]. The ideas range
from the most basic to the most sophisticated and are logical, methodical, and hierarchical [99].
Mathematics is a content of interrelated concepts, in its implementation basic concepts in
mathematics are a prerequisite for higher mathematical concepts. Mathematics is the science or
knowledge about learning or logical thinking that humans need for life, which underlies the
development of modern technology. Mathematics has an important role in various scientific
disciplines and advances human thinking. Mathematics is seen as learning material that must be
understood as well as a conceptual tool for constructing and reconstructing this material, honing and
training the thinking skills needed to solve problems in life. Learning mathematics can improve
students' abilities to think logically, analytically, systematically, critically, and creatively. These

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competencies are needed thus students can obtain, manage, and utilize information to survive in
conditions that are always changing, full of uncertainty, and competitive. Arithmetic or counting is a
branch of mathematics that deals with the nature of the relationship between real numbers and
calculations, especially regarding addition, subtraction, multiplication, and division. In short,
arithmetic or counting is the knowledge of numbers. Figure 2 explains material in mathematics seen
from the content of the material in the form of a spiral which consists of 3 aspects, namely:
(i). Arithmetic/Algebra, consisting of numbers and computing.
(ii). Geometry, consisting of flat planes and space planes.
(iii). Measurements consist of length, circumference, area, contents, weight, and time [100].
The way of teaching in mathemetics can be divided into two aspects:
(i). Quantitative dimension, consisting of understanding concepts and skills.
(ii). Qualitative dimension, consisting of problem solving.

Fig. 2. Mathematics material

2.5 Components in Mathematics

Mathematics has several components that are studied in elementary school. Figure 3 shows that
mathematics has 5 components, including classification, comparing, sorting, symbolizing, place
value, and arithmetic operations (addition, subtraction, multiplication, and division).

Fig. 3. Mathematical components

The mathematics component consists of five interrelated components, these components include:
(i). Grouping (Classification) is the child's ability to group objects/shapes/colors, etc. Example:
grouping based on star and round shapes.
(ii). Comparing (Comparison) is the ability to compare objects based on size or number.
(iii). Sorting (Seriation) is the ability to sort objects from smallest to largest, tallest to shortest, etc.

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(iv). Symbolizing (Symbolization) children's ability to create symbols, Table 3 for example; + sign
(Addition), – sign (Subtraction), / sign (Division), x sign (Multiplication), < sign (Less than), >
sign (more than), = sign (Equal to).

Table 3
Mathematical symbols
Symbol Symbol name
+ Addition
- Subtraction
× Multiplication
÷ Distribution
> More than
< Less than
= Together with

(v). Ability to Determine Place Value. The numbers on the left have a greater value than the
numbers on the right. Table 4 place values relate to the place values of ones, tens, hundreds,
and thousands.

Table 4
Place value
Number Thousand Hundreds Dozens Unit
1473 1 4 7 3

(vi). Ability to Perform Addition and Subtraction Operations. Figure 4 determines the addition
operation using saving techniques. Figure 5 shows reduction using borrowing techniques.

Fig. 4. Addition using saving techniques

Fig. 5. Reduction using borrowing techniques

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(vii). Ability to Understand the Concept of Multiplication and Division. Figure 6 determines the
multiplication calculation operation. Figure 7 determines the division calculation operation.

Fig. 6. Multiplication calculation operation

Fig. 7. Division calculation operation

The above mathematics learning abilities are related to each other. Thus, students can
understand the concept of multiplication and division, students need the basic ability to group and
carry out arithmetic operations of addition and subtraction, this is because each mathematics
material is a prerequisite for the next mathematics material [101]. In Table 5, mathematics is
organized into 4 content elements (at the elementary school level).

Table 5
Mathematics content elements according to the Ministry of Education and Culture
Element Description
Number The field of Number studies discusses numbers as number symbols, the concept of numbers, number
counting operations, and the relationship between various number counting operations in the sub-
elements of visual representation, sequence properties, and operations.
Aljabar The field of Algebra studies discusses non-formal algebra in the form of picture symbols to formal
algebra in the form of letter symbols that represent certain numbers in the sub-elements of equality
and inequality, number relations and patterns, as well as ratios and proportions.
Measurement The field of study of Measurement discusses the magnitude of measurement quantities, how to
measure certain quantities, and proving principles or theorems related to certain quantities in the
sub-elements of measuring geometric and non-geometric quantities.
Data Analysis The field of study of Data Analysis and Opportunities discusses the meaning of data, types of data,
and data processing in various forms of representation, and quantitative data analysis related to the
Opportunities concentration and distribution of data as well as the opportunity for certain data or events to appear
in data sub-elements and their representation, as well as uncertainty and opportunity.

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The objectives of mathematics learning in elementary schools consist of several components

including: (i) Perform arithmetic operations of addition, subtraction, multiplication, division, and
mixed operations, including those involving fractions, (ii) Determine the properties and elements of
various flat shapes and simple geometric shapes, including the use of angles, perimeter, area, and
volume, (iii) Determine the properties of symmetry, congruence, and coordinate systems, (iv) Using
measurements: units, unity between units, measurement estimates, and (v) Determine and interpret
simple data (measure, average, mode, collect it, and present it [102]. Referring to the objectives of
mathematics learning in elementary schools, the most basic ability needs to be mastered, namely
the ability to do arithmetic operations.
Having skills in arithmetic operations certainly requires more basic abilities, namely the ability to
place value as a prerequisite. Place value is an important concept in mathematics that influences
various aspects of problem-solving and mathematical achievement. The place value of a number is
the value of the ones, tens, hundreds, and so on. Place value starts from units as the smallest number
(i.e 1 to 9), tens (i.e 10 to 99), hundreds (i.e 100 to 999), and so on [103]. A strong place value concept
should be introduced formally in the first grade of elementary school to help students expand their
place value knowledge that the value of a number can be derived in various arithmetic operations in
subsequent grade levels. For example, to understand decimal numbers in grade 6 of elementary
school requires an understanding of place value that has been mastered in grade 2 of elementary
school [104]. Understanding place value in the number system is a modality for students to develop
the ability to calculate arithmetic operations on symbolic representation of numbers [105]. Students
develop the meaning of place value as they understand positions in numbers. Knowledge of place
value is very important for understanding grouping, understanding numbers, and making
calculations, for example in arithmetic students need an understanding of the place value system and
an understanding of numerical quantities [106]. Stated that place value is an important initial
competency for subsequent arithmetic skills along with other basic numerical competencies [107].

2.6 Misconceptions of Mathematical Thinking

Mathematics is a subject taught at every level of education, but errors in mathematical concepts
are still often experienced. Mathematical concept errors are caused by students' lack of
understanding in learning the concept of arithmetic operations and mathematical relations.
Mathematical misconceptions can also take the form of errors in applying a rule or inappropriate
generalizations [108]. When students show incorrect reasoning and take shortcuts that hinder the
development of mathematical concepts, it is a sign that they have misconceptions [109].
Mathematics has qualitative and quantitative dimensions, conceptual errors can occur in these two
dimensions. Mathematical conceptual errors in the qualitative dimension include solving story
problems [110] (shown in Table 6), including conceptual errors, procedural errors, and technical
errors.

Table 6
Mathematical conceptual errors in the qualitative dimension
Indicator of Student Error Types
Conceptual error Errors in determining the formula to answer the problem
Don't write formulas to answer problems
Procedural error Not writing down the problem-solving procedures correctly
Do not write final conclusions
Engineering error Errors in calculating multiplication, division, subtraction, and addition operations

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Errors in writing variables and constants

Technical errors in performing the arithmetic operations in point (a) are often found in the
arithmetic operations of addition, subtraction, multiplication, and sequential division (see Figures 8
and 9). These two pictures show the misconceptions experienced by students in carrying out
arithmetic operations, this is because students have not mastered the concept of place value. The
concept of place value that is not mastered by students causes students to make mistakes in solving
arithmetic.
Figure 8 shows misconceptions about the arithmetic operation of adding two numbers (tens)
and one number (ones) using a one-time storage technique. Students misunderstand how to add
using saving techniques. The way students add 4 + 7 = 11 is correct, but students do not understand
how to write place value and addition correctly. Students only write the arithmetic operation 4 + 7 =
11 directly without adding the tens and tens units to the ones. The misconceptions experienced by
students are caused by students not understanding the place value of tens and ones.
In Figure 9, the student had a misconception regarding the operation of subtracting the number
zero, where the student says that 500 – 125 = 425, then he also explains that "In my opinion 0 – 5 =
can't, because 0 doesn't exist, sir, keep subtracting 5, if you want to borrow the front it will also be
0, so the answer is 5 sir. Then 0 – 2 = 2, and 5 – 1 = 4”. The solutions made by students in arithmetic
operations are erroneous due to students' lack of mastery of the concepts of place value of units,
tens, fractions, and thousands [111].

Fig. 8. Error in the addition calculation operation

Fig. 9. Error in the subtraction arithmetic operation

Conceptual misunderstandings in carrying out whole number addition operations using the one-
time saving technique for adding two numbers with one digit and two numbers with two-digit
numbers were found because children did not understand the concept of exact values [108].
Students' misunderstandings in solving problems in arithmetic operations are usually caused by basic
arithmetic operations concepts that have not been mastered. This is because the concepts that
children have do not match the concepts they should have [112-114]. There are 5 errors in
understanding mathematical concepts with several indicators in them [115].

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Table 7
Indicators of errors in understanding mathematical concepts

Error type Error indicator

Reading error a. Students are unable to read or recognize the symbols in the questions.
b. Students are unable to interpret the meaning of each word, term or symbol in the
problem
Comprehension error a. Students do not understand what information is known in the question
completely.
b. Students do not understand everything that is asked in the question completely.
Transformation errors a. Students are unable to create mathematical models from the information
obtained.
b. Students do not know the formula that will be used to solve the problem.
c. Students do not know the arithmetic operations that will be used to solve the
problem
Process skill error a. Students do not know the procedures or steps that will be used to solve the
problem correctly.
Errors in drawing a. Students are unable to find the final result of the problem based on the procedures
conclusions or steps that have been used.
b. Students cannot show the final answer to solving the problem correctly.
c. Students cannot write the final answer according to the conclusion

Mistakes in mathematical concepts can also be caused by the stages of mathematical

development in learning mathematics experiencing problems that cannot be resolved. Problems that
are not resolved can cause the development of mathematics learning to not be completed perfectly.
The concrete stage in the learning process uses real objects as a medium for solving mathematical
problems in learning. Concrete media has been proven to increase students' motivation and
achievement in learning mathematics. The semi-concrete stage is where students' knowledge is built
using visual media which can be presented through a set of images to provide information. Figure 10
shows the semi-concrete stage which emphasizes efforts to develop associations between visual
models and symbolic processes. The abstract stage of learning mathematics already uses number
symbols to solve mathematical problems. Students have the ability in the abstract stage if the
concrete and semi-concrete stages can be passed without obstacles.

Fig. 10. Example of a semi-concrete stage in mathematics

3. Method
3.1 Research Subjects and Locations

This research was located at an elementary school providing inclusive education in Bandung
Regency, West Java. The subject in this research was a third-grade elementary school student. The
subjects in this study had learning obstacles in mathematics regarding place value and arithmetic
operations. The material on place value and arithmetic operations is related to each other because
to master arithmetic operations students need to have basic skills in exact values.

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3.2 Research design

This research was designed using a Design-Based Research (DBR) approach or research-based
design to develop game-based learning media. Figure 11 contains procedures in this research
containing four research stages including problem identification and analysis, designing game-based
learning media, developing learning media, and reflection to obtain game-based learning media.

Fig. 11. Research Flow

The first stage contains problem identification and analysis based on the students' objective
conditions obtained based on the results of the assessment which contains a profile of the students'
abilities, obstacles, and needs. Analysis of the results of interviews and observations of children,
parents, and teachers as a complement thus the data obtained is comprehensive. The first stage is
equipped with analysis for solutions to overcome children's learning obstacles and analysis of student
potential. The second stage contains the design of learning media as a solution to children's learning
obstacles and the children's potential. The design of this learning media is based on the results of an
analysis of problems and opportunities to overcome obstacles to student learning. The third stage is
the stage of developing learning media based on the designs in the second stage. This stage develops
the learning media design into a game-based learning media application to overcome learning
obstacles for students as the final goal of this research. The fourth stage is the reflection stage to
improve game-based learning media which has been designed through discussions with experts in
the field of learning and learning media.

4. Results and Discussion

This research was conducted in schools that provide inclusive education in Bandung Regency. The
results of the assessment concluded that the subject experienced student barriers to learning
mathematics. Indicators of learning difficulties among students are that students are unable to
master the lesson material within the allotted time. This is following the assessment results which
show that there are many learning outcomes in numeracy in class 3 that the subject has not been
able to master. Student with arithmetic disorders may experience difficulty in organizing problems
on numbers, following through on multi-step calculations such as long division; and using calculation
signs learning difficulties can be divided into two types, caused by internal factors (including IQ,
students' attitudes towards learning, learning motivation, physical health, and sensory abilities) and
external factors (including teacher variations in teaching, use of learning media, school infrastructure,
and family environment) [114 & 116].

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4.1 Results of Problem Identification and Analysis

Student characteristics can be explored through the assessment stage. Assessment of Children
with Special Needs is a systematic (or regular) as well as comprehensive process for studying
problems further to determine problems, obstacles, advantages, and individual needs [117]. The
assessment was carried out to obtain a profile of abilities, obstacles, and needs as well as how the
intervention service program is for children with hearing impairments thus the program will support
children's development optimally [118-119]. Assessment of the subject is carried out on three
components of academic learning, namely reading, writing, and arithmetic with material at each level
of elementary school education (Class I, II, and III).
The numeracy skills of grade 3 elementary school students ideally fulfill four elements, namely
numbers, algebra, measurement, and analysis of data and opportunities. This numeracy
development is provided in the curriculum of each level of education [120]. Findings in the field show
that the current objective condition of students in grade 3 elementary school is included in the
frustration level group with a score of 1% so it is followed up with a numeracy assessment process.
Table 8 shows the results of the 2nd grade elementary school numeracy assessment on the subject
which is still included in the frustration level group with a score of 39%. Table 9 further efforts by
conducting an assessment in class 1 of elementary school, the subject is included in the independent
level group with a score of 96%. The results of the assessment of the subjects found that there was
a gap in the numeracy aspect, namely in the 2nd-grade elements of elementary school.

Table 8
Subject assessment results in grade 2 mathematics
No. Element Score
1. Number 39%
2. Aljabar 50%
3. Measurement 50%
4. Geometry 0%
5. Analyze data and opportunities 60%
Total score 39% (frustration level)

Based on the results of the numeracy assessment in class 1 material, the subject received an
overall score of 96%, which means the subject was included in the independent-level group. The
details of the quantitative numeracy assessment results are as follows:

Table 9
Subject assessment results in grade 1 mathematics
No. Element Score
1. Number 100%
2. Aljabar 100%
3. Measurement 87.5%
4. Geometry 100%
5. Analyze data and opportunities 100%
Total score 96% (independent level)

After identifying the material in class 3 which shows that the child is at the instruction level
(quantitative value 1%), then an assessment is carried out by reducing the material in class 2 to
determine the prerequisite abilities. The results of the quantitative assessment show a score of 33%,
which means that many children still have not mastered the material in class 2. With an accumulated

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score of 17% in the number element, 50% in the algebra element, 50% in the measurement element,
0% in the geometry element, and 60% in data analysis elements. Then a further assessment was
carried out with a reduction in material in class 1, which showed that the child had mastered almost
all the numeracy material in class 1 with a quantitative score of 96%. Thus, from these results, the
assessor decided to further analyze the results of the child's assessment in class 2 and determine the
priority scale for the material that the child must master.
Based on the results of the assessment carried out by the assessor team, the subject experienced
the most severe difficulties in the academic aspect of numeracy among other academic aspects. One
of the indicators of learning difficulties among students is that students are unable to master the
lesson material within the allotted time. This is following the assessment results which show that
there are many learning outcomes in numeracy in class 3 that the subject has not been able to
master. Student with arithmetic disorders may have trouble in organizing problems on numbers,
following through on multi-step calculations such as long division; and using counting signs. They may
also be confused about operations and basic facts [114]. Students who have difficulty learning
numeracy have several characteristics [121]. Students with learning difficulties often make mistakes
in learning arithmetic, mistakes in learning geometry, and mistakes in solving word problems.
Following the results of the assessment, the subject had difficulty in determining the place value of
hundreds and thousands, was not able to perform addition operations using saving techniques and
subtraction using borrowing techniques, was unable to perform multiplication and division
calculation operations as well as determining the parts of cubes and blocks.
Furthermore, a fundamental problem was discovered, namely that children had difficulty in
determining the place value of hundreds and thousands, children were not yet able to carry out
addition arithmetic operations using saving techniques and subtraction using borrowing techniques.
This is the reason why children are not able to master the material at the next stage, namely in grade
3 of elementary school. The cause of learning barriers that occur in children based on observations
during the assessment is that children have a low attention span and often do not complete their
assignments. Thus, some material is not mastered by the child. However, in some conditions, children
can focus and complete the task well, namely if the problem they are working on looks interesting,
such as there are pictures and colors (semi-concrete), if the child doesn't understand he has the
initiative to ask so he can solve the problem. In contrast to questions that only consist of numbers
and ordinary writing, children will refuse to do them and immediately leave their seats.
The results of the analysis carried out showed that the subject needed a treatment/intervention
program to overcome his learning obstacles. The intervention program provided needs to consider
the positive potential of the environment and/or the potential of the subject. The potential of the
subject includes a connection to the automotive world, especially buses. The interest in this subject
is based on the results of very in-depth observations based on the results of interviews, including the
subject knowing the aerodynamic function of buses which is related to vehicle airflow which has an
impact on fuel efficiency, stability, and noise. Subjects also mentioned other terms and functions of
the chassis, chassis, and routes of each bus and even specific accidents for each bus (when, where,
and why).
The results of further observation and interview analysis found that the subject had an interest
in the world of digital games. Subjects are interested in digital games with various simulation content
(war content, cooking, puzzles, and others). The subject is facilitated by gadgets by parents as a
means of communication and entertainment. The results of interviews with students' parents found
that giving gadgets to children was not only for communication and entertainment, but the subjects
enjoyed learning via YouTube.

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Based on the results of the assessment analysis, subject had characteristics that required
intervention to overcome learning obstacles. Subjects need to learn in-place value, which results in
a lack of skills in performing arithmetic operations using savings and loan techniques. The subject has
several interests to develop into a solution to overcome barriers to learning, including students
having an interest in public transportation (buses), an interest in digital games, parents facilitating
gadgets, and liking forms of learning with the help of semi-concrete or pictures. Some of these
potentials can be used as a basis for designing learning and game-based learning media as
intervention tools.

4.2 Learning Media Design

Learning media needs to be developed and completed according to student's needs with the aim
that media as a learning tool will be appropriate. Science and technology-based learning media can
be developed through android-based technology. Learning media using android-based technology
can be used as an alternative to increasing student interest and learning outcomes [122]. Media can
foster students' positive attitudes towards the material and learning process. The learning process
becomes more interesting if the right media is used thus students are motivated to love the science
they are studying. A teacher can be effective and efficient in presenting lesson material if he can use
the media well and appropriately [123]. Media is essentially a component of the learning system. As
a component, media should be an integral part and must be following the overall learning process.
Exercises and simulations through educational games can trigger certain skills, knowledge, and
attitudes in students [124]. Digital educational games can have a positive impact and a good impact
on student's academic knowledge, for example in reading and mathematics [125]. Interventions
using digital learning media in mathematics learning provide positive effects for students with and
without disabilities [126].
The development of learning media developed in this research is based on the results of student
assessments and analysis of their potential. This learning media is designed using game-based
learning technology with procedures for its use as shown in Figure 12 game-based learning media
design based on the results of needs analysis and the results of theoretical analysis.
The flow chart in Figure 12 illustrates the flow of using game-based learning. This application
consists of two large contents, namely place value and arithmetic. The formulation of these two
contents is based on the results of an assessment of student needs and theoretical analysis that the
concept of place value is a prerequisite for arithmetic [127]. Before students learn number
operations, teachers must teach students the concept of place value correctly. Understanding the
concept of place value becomes the basis for further mathematical concepts. Place value is an
important initial concept in improving basic mathematical understanding [128].
The flow in this game starts with the start button, on the start page material on place value and
arithmetic will appear, however, the arithmetic material cannot be accessed by the child before the
child completes the final evaluation stage on the place value material. Each level is determined based
on Bloom's cognitive theory, namely C1, C2, and C3. In the latest version of Bloom's taxonomy, the
cognitive process dimension has six processes from the simplest to the most complex remembering,
understanding, applying, analyzing, evaluating, and creating [129].

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Fig. 12. Flow chart game-based learning

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The place value material consists of three levels and one final evaluation. Each level contains an
explanation of the material and the evaluation. If the child can complete the evaluation with a score
of at least 80, the child can access the next level. If the child's score is less than 70, the child will
repeat the learning material and re-do the evaluation. The level 1 game flow is repeated at levels two
and three in the final evaluation containing practice questions from levels one to three without
explanation of the material to ensure children have skills in the concept of place value. To access
material on number operations, children are required to meet the minimum criteria 70.

4.3 Development of learning media

The development of learning media was developed from the results of an analysis of student
learning needs. Table 10 explains the learning media on public transportation themes according to
student regularity. The media developed consists of two interrelated contents, namely place value
content as a basic ability to master arithmetic operation skills. Students need to complete challenges
from each level in the value content to access challenges in the arithmetic operations content, this
rationale corresponds to the stages of mathematical concepts. students can understand the concept
of multiplication and division, students need the basic ability to group and carry out arithmetic
operations of addition and subtraction, this is because each mathematics material is a prerequisite
for the next mathematics material [101]. This game has a storyline of a bus driver who has problems
with the speed of his bus so that bus passengers are often late at their destination. To overcome this
problem, the bus driver asked passengers for help to complete the mission (materials and evaluation)
so that the bus speed could be faster.
Place value content consists of three levels. Day 1 contains material and evaluation to remember
the concept of place value, day 2 contains material and levels to understand the concept of place
value, and day 3 contains material and evaluation for applying the concept of place value in daily life.
Meanwhile, day 4 only contains a collection of evaluations from day 1 to day 3. After all challenges
on place value have been completed, students can access the content of the arithmetic operation.
Day 1 contains material and evaluation to remember the concept of arithmetic operations, day 2
contains material and levels to understand the concept of arithmetic operations, and day 3 contains
material and evaluation for applying the concept of arithmetic operations in daily life. Meanwhile,
day 4 only contains a collection of evaluations from day 1 to day 3.

Table 10
Development of learning media
Game-based learning media application Description
The initial display of the learning application when you first
open the application.

The learning application menu page display contains 1 start

button and 1 setting button.

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On the settings page, several features are filled

the buttons are connected to the destination
desired. For example, language, audio, and notification
features.

Click the start button on the menu page to enter the game.
On the game page, there are 2 levels. The game starts from
level 1 which is symbolized by a green sign.

On the plan page, 4 levels must be completed.

Click the green button, and then a narrative about this game
will appear.

There are also conversations between passengers and

drivers regarding problems in this game.

There is a first mission that must be passed to solve the

problem.

The first mission contains material regarding place value.

After completing the first mission, the second mission will

appear, which is about practice questions.

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On the first day, 4 practice questions regarding place value.

The question level is at level C1.

On the second day, 10 practice questions regarding place

value. The question level is at level C2.

On the third day, 10 practice questions regarding place

value. The question level is at level C3.

On the fourth day, 15 practice questions regarding place

value. The question levels are at levels C1, C2, and C3. This
level is an evaluation.

After completing the mission, the bus can walk to the bus
stop.

On the floor plan, page 4 levels must be completed.

The first mission contains material regarding arithmetic

operations.

On the first day, 10 practice questions regarding arithmetic

operations. The question level is at level C1.

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On the second day, 10 practice questions regarding

arithmetic operations. The question level is at level C2.

On the third day, 10 practice questions regarding arithmetic

operations. The question level is at level C3.

On the fourth day, 15 practice questions regarding

arithmetic operations. The question levels are at levels C1,
C2, and C3. This level is an evaluation.

4.4 Reflections on Media Development

The reflection results from the development of this learning media found that student skills in
place value and arithmetic operations increased. Improved skills are proven by test results before
using learning media and test results after using learning media. Table 11 shows student abilities
before dan after using learning media. Student abilities in this study used Bloom's cognitive, namely
remembering (C1), understanding (C2), and applying (C3) [129].
Table 11
Student abilities before and after using learning media.
Skill
No Media Use Place Value Aritmathic
C1 C2 C3 C1 C2 C3
1 Before 27% 2% 0% 9% 1% 0%
2 After 75% 78% 75% 75% 72% 70%
Skill Improvement 50% 76% 75% 66% 71% 70%

The research results show that students' abilities before using learning media at place value are
27% (C1), 2% (C2), and 0% (C3). After intervening in the learning process, students experienced
improvement after using learning media with scores of 75% (C1), 76% (C2), and 75% (C3). Based on
the results before and after using learning media, increase in scores of 50% (C1), 67% (C2), and 75%
(C3). The research results show that students' abilities before using learning media in arithmetic are
9% (C1), 1% (C2), and 0% (C3). After intervening in the learning process, students experienced
improvement after using learning media with a score of 75% (C1), 72% (C2), and 70% (C3). Based on
the results before and after using learning media, increase in scores of 66% (C1), 71% (C2), and 70%
(C3). Apart from the results of increasing students' abilities in place value and arithmetic, there were
several obstacles in testing this media that not all students liked the narrative of the bus story and
the level (low-high) that not all students had to pass was suitable. Other students who need material

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and evaluation in C3 must follow the flow in C1 and C2, this will hinder students' learning speed so it
is hoped that future researchers can develop this learning tool according to students' needs.

5. Conclusion

The development of educational games and learning media using Android-based technology on
arithmetic material for children with barriers to learning mathematics is the aim of this research. This
research uses a research design (DBR) to collect comprehensive data regarding the analysis of
student learning difficulties and the creation of game-based learning media. A child who has difficulty
learning arithmetic material is the subject of this research. This research reveals that Android-based
technology can be used to develop game-learning media for children who have difficulty learning
arithmetic. The content contained in game-based learning media has been adapted to the needs of
children who face difficulties in learning arithmetic material. Material that is tailored to your needs
will be very suitable for the learning development of children who face difficulties in learning
arithmetic material. The results of this research indicate that teaching game media using Android-
based technology can increase students' need to learn about mathematics material. It is hoped that
this game-based learning media can also be useful for children who face learning difficulties. They
can also be useful for other children learning mathematics and arithmetic material.

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