The Application of Gamification to Elementary School Students’ Understanding of Mathematical Concepts

Dinda Tri Anggraini; Wiwin Rita Sari; Putri Rahayu; Adelina Anum; Ahmad Naufa Assafiq

doi:10.54012/jcell.v6i1.798

Authors

Dinda Tri Anggraini Universitas Indonesia Mandiri
Wiwin Rita Sari Universitas Indonesia Mandiri, Lampung Selatan, Indonesia
Putri Rahayu Universitas Indonesia Mandiri, Lampung Selatan, Indonesia
Adelina Anum Universitas Indonesia Mandiri, Lampung Selatan, Indonesia
Ahmad Naufa Assafiq Universitas Indonesia Mandiri, Lampung Selatan, Indonesia

https://doi.org/10.54012/jcell.v6i1.798

Abstract views: 29

PDF downloads: 9

Keywords:

gamification, game mechanics in education, mathematical concepts, elementary school

Abstract

The low level of Mathematical concept understanding among elementary school students remains a problem influenced by the use of teaching methods that tend to be conventional. This study aims to analyze the effect of gamification on the Mathematical concept understanding of third-grade elementary school students. This study used a quantitative approach with a pre-experimental method through a One-Group Pretest-Posttest Design. The research subjects were 21 third-grade elementary school students. Data were collected through tests and documentation. The research instruments included pretest and posttest questionnaires. The data were analyzed using descriptive analysis and a statistical test specifically, a paired-sample t-test to determine the effect of gamification on students’ conceptual understanding. The implementation of gamification elements such as experience points, badges, levels, challenges, and rewards was able to create a more enjoyable and interactive learning environment. The results showed that the average pretest score increased from 66.29 to 81.62 in the posttest, indicating that the application of gamification improved the understanding of Mathematics concepts. The results of the Paired Sample t-Test obtained a significance value of <0.001 meaning the sig value <0.05, thus indicating that there was a statistically significant difference between the pre-test and post-test scores. These findings confirm that the implementation of gamified learning had a significant positive effect on improving the mathematical conceptual understanding of third-grade elementary school students.

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