Mathematics Lesson Game with Trauma Healing for Flood Victim Children in Makassar City

Abstract

The purpose of this study is to treat trauma and promote holistic healing among the children of Kota Makassar by examining the effect of including mathematical games into their educational experience. The study uses a qualitative research approach, conducting interviews and keeping detailed notes on the participants' post-intervention trauma levels. Initial results suggest promising enhancements in emotional well-being, with participants reporting feelings of happiness, empowerment, and a more optimistic view of their academic ability. Aligning with known theories in developmental psychology, recent years have seen the introduction of notions like "playful learning" and "academic empowerment," both of which contribute theoretically to our knowledge of trauma healing in educational environments. Despite the encouraging nature of these qualitative findings, a more thorough understanding of the long-term effects of trauma-informed education requires additional study that incorporates quantitative measures and longitudinal evaluations. Educators, politicians, and academics can use the study's practical and theoretical contributions to inform the creation of successful ways for assisting children recovering from trauma in post-disaster situations.