Exploring the Role of Maze Media in Supporting Arithmetic Learning among Children with Cognitive Stunting

Abstract

Basic arithmetic skills, especially addition and subtraction, are an important foundation for students' success in learning more complex mathematical concepts. However, children with cognitive stunting often experience difficulties in understanding numbers, recognizing mathematical symbols, maintaining attention, and completing arithmetic operations independently. This study aims to explore the role of the Labyrinth learning media in supporting arithmetic learning of addition and subtraction in children with cognitive stunting. This study uses a descriptive qualitative approach with a constructivist paradigm. The subjects were 20 grade IV.C students of SDN 072 Palembang who were identified as having learning difficulties related to cognitive stunting characteristics based on school health records, teacher reports, and classroom observations. Data were collected through observation, semi-structured interviews, documentation, and descriptive pre-post indicators as supporting data. Qualitative data were analyzed using reflective thematic analysis, while descriptive indicators were used to strengthen interpretations without inferential statistical testing. The results showed that the Labyrinth media acts as a concrete, visual, kinesthetic, and collaborative media that helps students understand addition through forward movements and subtraction through backward movements on the game track. This media also encourages learning engagement, prolongs attention span, increases students' willingness to try, and shifts students' behavior from passive to more active in solving simple arithmetic problems. These findings suggest that the Labyrinth media can be an alternative arithmetic learning strategy that is inclusive, enjoyable, and tailored to the learning needs of children with cognitive disabilities in elementary school.