Implementing an AIK-Integrated Snakes-and-Ladders Game to Support Foundational Literacy and Numeracy Among Children in Orphanage

Royani Puspandoyo; Sandha Soemantri; Mukayat Al Amin; Imtihanatul Ma'isyatuts Tsalitsah; Ngatma'in Ngatma'in; Bagus Khansakumara; Devi Aprilia; Eka Indah Wuriani; Farahdibah Ade Makantika; Faridah Sal Sabillah; Ganesha Gistha Annafi; Nur Fauziatul Azkiyak

doi:10.54471/khidmatuna.v6i2.3970

Authors

Royani Puspandoyo Universitas Muhammadiyah Surabaya
Sandha Soemantri Universitas Muhammadiyah Surabaya
Mukayat Al Amin Universitas Muhammadiyah Surabaya
Imtihanatul Ma'isyatuts Tsalitsah Universitas Muhammadiyah Surabaya
Ngatma'in Ngatma'in Universitas Muhammadiyah Surabaya
Bagus Khansakumara Universitas Muhammadiyah Surabaya
Devi Aprilia Universitas Muhammadiyah Surabaya
Eka Indah Wuriani Universitas Muhammadiyah Surabaya
Farahdibah Ade Makantika Universitas Muhammadiyah Surabaya
Faridah Sal Sabillah Universitas Muhammadiyah Surabaya
Ganesha Gistha Annafi Universitas Muhammadiyah Surabaya
Nur Fauziatul Azkiyak Universitas Muhammadiyah Surabaya

DOI:

https://doi.org/10.54471/khidmatuna.v6i2.3970

Keywords:

Foundational Literacy, Numeracy, Game-Based Learning, Orphanage, Islamic Character Education

Abstract

Children in orphanage often learn in mixed-age groups with markedly different levels of foundational literacy and numeracy, while access to interactive, low-technology learning media may be limited. This community-based study examined the implementation of Mentari Snakes and Ladders, a floor-sized educational game integrating differentiated reading, writing, and arithmetic tasks with Al-Islam and Kemuhammadiyahan (AIK) values. Twelve elementary-school-aged children at a Muhammadiyah orphanage institution in Surabaya participated in five 90-minute sessions in May 2026. Data were drawn from needs-assessment observations and interviews, initial diagnostic tasks, written products, challenge-card records, structured behavioral observations, reflection journals, and a final individual assessment. Quantitative evidence was summarized descriptively, while qualitative records were organized thematically around feasibility, participation, differentiated support, academic practice, and values-related behavior. The program was feasible in the available space and enabled children from Grades 1-6 to participate in a common activity through tiered challenge cards and graduated prompts. The number meeting the specified reading criterion increased from 2 to 7 of 12, simple-sentence writing from 1 to 6, and two-digit arithmetic from 3 to 8. Consistent observations of shiddiq, amanah, ta’awun, and takaful also increased. The findings indicate that the game offers a context-responsive mechanism for combining foundational learning, movement, peer assistance, and values-based reflection. Because the initial and final assessments were not identical and the study had no comparison group, the results constitute preliminary descriptive evidence rather than causal proof of effectiveness.

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