Penerapan Game Edukatif Pohon Perkalian Untuk Meningkatkan Keaktifan Dan Kemampuan Pemahaman Siswa

Nur Puspita Sari; Bunga; Debisintini; Cahaya Karmila; Elan Fatria Chintia Bella

doi:10.55681/primer.v3i4.413

Authors

Nur Puspita Sari Universitas PGRI Palembang
Bunga Universitas PGRI Palembang
Debisintini Universitas PGRI Palembang
Cahaya Karmila Universitas PGRI Palembang
Elan Fatria Chintia Bella Universitas PGRI Palembang

DOI:

https://doi.org/10.55681/primer.v3i4.413

Keywords:

Game edukatif, pohon perkalian, keaktifan belajar, kemmapuan pemahaman, pembelajaran matematila, sekolah dasar

Abstract

Rendahnya keaktifan siswa dan kesulitan dalam memahami konsep perkalian masih menjadi permasalahan yang sering ditemukan pada pembelajaran matematika di sekolah dasar. Sebagian siswa cenderung menghafal hasil perkalian tanpa memahami konsep dasar perkalian sebagai penjumlahan berulang sehingga berdampak pada rendahnya pemahaman konsep dan partisipasi belajar. Penelitian ini bertujuan untuk mendeskripsikan penerapan game edukatif pohon perkalian dalam meningkatkan keaktifan dan kemampuan pemahaman siswa pada materi perkalian di kelas II.A SD Negeri 158 Palembang. Penelitian dilakukan dalam kegiatan Pengenalan Lapangan Persekolahan (PLP) dengan menggunakan pendekatan deskriptif melalui observasi, asistensi mengajar, praktik mengajar mandiri, serta dokumentasi selama proses pembelajaran berlangsung. Media yang digunakan berupa game edukatif pohon perkalian yang dirancang dengan kartu soal dan kartu jawaban berwarna-warni untuk menciptakan suasana belajar yang interaktif dan menyenangkan. Hasil penerapan menunjukkan bahwa penggunaan game edukatif pohon perkalian mampu meningkatkan partisipasi aktif siswa selama pembelajaran, ditandai dengan meningkatnya keberanian siswa untuk bertanya, menjawab pertanyaan, dan maju ke depan kelas dalam menyelesaikan soal perkalian. Selain itu, siswa lebih mudah memahami konsep perkalian karena memperoleh pengalaman belajar secara langsung melalui aktivitas bermain sambil belajar. Pembelajaran menjadi lebih menarik, kondusif, dan bermakna sehingga membantu siswa memahami materi perkalian secara lebih konkret. Dengan demikian, game edukatif pohon perkalian dapat menjadi alternatif media pembelajaran yang efektif untuk meningkatkan keaktifan dan kemampuan pemahaman siswa pada pembelajaran matematika di sekolah dasar.

References

Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R. (2021). Does Discovery-Based Instruction Enhance Learning? Journal of Educational Psychology, 113(4), 641–665. https://doi.org/10.1037/edu0000635

Bond, M., Bedenlier, S., Marín, V. I., & Händel, M. (2021). Emergency remote teaching in higher education: Mapping the first global online semester. International Journal of Educational Technology in Higher Education, 18(1), 50. https://doi.org/10.1186/s41239-021-00282-x

Cheung, S. Y., & Ng, K. Y. (2021). Application of the Educational Game to Enhance Student Learning. Frontiers in Education, 6, 623793. https://doi.org/10.3389/feduc.2021.623793

Creswell, J. W., & Creswell, J. D. (2023). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Sage Publications.

Fitria, Y., Neviyarni, N., & Irdamurni, I. (2023). Mathematics learning innovation in elementary schools: A systematic review. Pegem Journal of Education and Instruction, 13(2), 45–56. https://doi.org/10.47750/pegegog.13.02.06

Flick, U. (2022). Triangulation in qualitative research revisited. Qualitative Inquiry, 28(6), 592–600. https://doi.org/10.1177/10778004211009428

Johnson, J. L., Adkins, D., & Chauvin, S. (2022). A Review of the Quality Indicators of Rigor in Qualitative Research. American Journal of Pharmaceutical Education, 86(1), 138–146. https://doi.org/10.5688/ajpe7120

Khalil, M., Ebner, M., & Taraghi, B. (2022). Gamification in education: A systematic literature review. Education Sciences, 12(5), 345. https://doi.org/10.3390/educsci12050345

Li, Y., Zhang, Y., Wang, X., & Liu, H. (2024). The impact of digital educational games on students’ motivation for learning: The mediating effect of learning engagement and the moderating effect of the digital environment. PLoS ONE, 19(1), e0294350. https://doi.org/10.1371/journal.pone.0294350

Merriam, S. B., & Grenier, R. S. (2024). Qualitative Research in Practice. Jossey-Bass.

Priya, S., Bhadra, S., & Chimalakonda, S. (2021). ML-Quest: A Game for Introducing Machine Learning Concepts to K-12 Students. https://doi.org/10.48550/arXiv.2107.06206

Sailer, M., Homner, L., & Fischer, F. (2021). The Gamification of Learning: A Meta-analysis. Educational Psychology Review, 33(1), 77–112. https://doi.org/10.1007/s10648-020-09594-w

Sari, N., & Kurniawan, H. (2022). Game-based learning and elementary students’ mathematical understanding. Journal of Education and Learning, 16(3), 311–320. https://doi.org/10.11591/edulearn.v16i3.20375

Schindler, L. A., Burkholder, G. J., Morad, O. A., & Marsh, C. (2021). Computer-based technology and student engagement. Educational Technology Research and Development, 69(1), 451–476. https://doi.org/10.1007/s11423-020-09882-4

Sharmin, S., Koiler, R., Sadik, R., Bhattacharjee, A., Patre, P. R., Kullu, P., Getchell, N., & Barmaki, R. L. (2023). Cognitive Engagement for STEM+C Education: Investigating Serious Game Impact on Graph Structure Learning. https://doi.org/10.48550/arXiv.2307.13637

Song, Y., Kim, J., Xing, W., Liu, Z., Li, C., & Oh, H. (2024). Elementary School Students’ and Teachers’ Perceptions Towards Creative Mathematical Writing with Generative AI. https://doi.org/10.48550/arXiv.2409.06723

Suhendri, H., & Mardalena, T. (2023). Manipulative media and conceptual understanding in elementary mathematics learning. International Journal of Instruction, 16(2), 101–118. https://doi.org/10.29333/iji.2023.1626a

Taherdoost, H. (2022). What are Different Research Approaches? Comprehensive Review of Qualitative, Quantitative, and Mixed Method Research. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4206214

Wibowo, A., Prasetyo, Z. K., & Widodo, A. (2024). Interactive learning media for mathematics in primary education. Journal on Mathematics Education, 15(1), 89–104. https://doi.org/10.22342/jme.v15i1.21975

Zainuddin, Z., Shujahat, M., Haruna, H., & Chu, S. K. W. (2020). The role of gamified e-quizzes on student learning and engagement. Computers & Education, 145, 103729. https://doi.org/10.1016/j.compedu.2019.103729.

Zhang, Y., Jin, X., & Wang, L. (2024). Play-based learning and mathematics achievement among elementary students. Education and Information Technologies, 29(4), 5231–5249. https://doi.org/10.1007/s10639-023-12173-6