The implementation of tug of war interactive game to increase students' enthusiasm in learning multiplication

Abstrak

This classroom action research aims to increase students' enthusiasm in learning multiplication through the implementation of an interactive Tug of War game for second-grade students at MI NU Mathalibul Huda Mlonggo. The research was conducted in two cycles using the Kemmis and McTaggart model, involving 35 students (15 males and 20 females). Data were collected through observation, questionnaires, tests, and documentation. Initial observation showed low student enthusiasm (average 23.4%). After implementing the modified Tug of War game—which integrates multiplication problems with physical tug-of-war activities, group collaboration, and healthy competition—student enthusiasm increased significantly. In Cycle I, the average enthusiasm reached 74% (high category). In Cycle II, it rose to 87% (very high category). Improvements were also observed in students' understanding of multiplication concepts, as evidenced by the increase in the number of students achieving mastery. The findings indicate that the Tug of War interactive game effectively creates a fun, active, and meaningful learning environment that aligns with the characteristics of young learners. This approach not only boosts enthusiasm and participation but also fosters collaboration and reduces mathematics anxiety. The study recommends the wider use of traditional game-based learning in elementary mathematics education.