A Comparative Study : The Implementation of Games Based Learning on Mathematical Thinking of Elementary School Students^ Ability Henny Ekana Chrisnawati
Universitas Sebelas Maret
Abstract
The selection of the appropriate learning model is important for students as it can provide a deeper meaning to the outcomes, perceptions, and processes of teaching and learning activities. This journal reviews the influence of Games Based Learning (GBL) on mathematics learning, with the initial research consideration being to create meaningful and enjoyable mathematics learning for students, particularly in primary education. The objective of this study is to examine the influence of this learning approach on students^ mathematical thinking abilities in the cognitive domain and their positive attitudes towards mathematics in the affective domain. The mathematical thinking abilities referred to in this study are derived from the NCTM (National Council of Teachers of Mathematics) learning objectives and the mandate of the Merdeka Curriculum, including problem-solving skills, literacy skills, numeracy skills, and mathematical representation skills.
The research methodology employs descriptive and inferential statistics, utilizing multivariate analysis of variance after conducting tests for normality and data adequacy using Box^s M for variance matrix examination. Cluster random sampling is used for sample selection to determine classes with GBL and control classes using Problem Based Learning (PBL) as the instructional model.
The results of the study indicate that there is an influence of GBL on students^ mathematical thinking abilities. And for all component of mathematical thinking abilities, the value of averages in GBL class shows greater than the average in the PBL class. In this is evident from the significance values (sig) for each component of mathematical thinking abilities being <0.05. However, in terms of the affective aspect, the sig value is >0.05, indicating that GBL does not have a significant effect on students^ positive attitudes towards mathematics. It is shown that the mean difference is not significant between the two methods
Keywords: Games Based Learning, Mathematical Thinking, Students^ positive attitudes towards mathematics.
