The Effectiveness of Matific Interactive Game Media to Improve Mathematics Learning Outcomes of Grade VII Students on the Matter of Integers

Rahtu Dila  Romita; Rahayu Prastika; Rosa Riswana Putri; Ummul Hafizhah; Fridgo Tasman

doi:10.31004/basicedu.v8i5.8486

Authors

Rahtu Dila Romita Universitas Negeri Padang, Indonesia
Rahayu Prastika Universitas Negeri Padang, Indonesia
Rosa Riswana Putri Universitas Negeri Padang, Indonesia
Ummul Hafizhah Universitas Negeri Padang, Indonesia
Fridgo Tasman Universitas Negeri Padang, Indonesia

DOI:

https://doi.org/10.31004/basicedu.v8i5.8486

Keywords:

Game Interaktif Matific, Hasil Belajar Siswa, Bilangan Bulat.

Abstract

Math learning is often considered difficult by students, this requires the creativity of math teachers to innovate, one of which is by using interactive learning media such as Matific. The purpose of this study was to determine whether or not the use of Matific interactive game media was effective in improving the learning outcomes of seventh grade mathematics students at SMP Negeri 7 Padang on integer material. This study uses a qualitative method by giving a questionnaire. The results of the research on the use of interactive game media Matific has been running effectively in learning mathematics, especially integers and is able to improve student learning outcomes. This is evidenced by the percentage of student questionnaire assessment results of 88.45% which means that Matific games are very effective as interactive learning media. This research contributes to the field of education in developing mathematics skills, increasing student engagement, and reducing student anxiety through educational games that utilize technology in the teaching and learning process. Student involvement in the mathematics learning process is related to increased student learning outcomes. For this reason, it is hoped that mathematics will no longer be considered a difficult lesson by students

References

Afidah, N., & Subekti, fitrianto eko. (2024). Efektivitas Penggunaan Game Edukasi Digital Terhadap Hasil Belajar Matematika Siswa. Jurnal Basicedu, 8(3), 1944–1952. https://journal.uii.ac.id/ajie/article/view/971

Agusti, N. M., & Aslam, A. (2022). Efektivitas Media Pembelajaran Aplikasi Wordwall Terhadap Hasil Belajar IPA Siswa Sekolah Dasar. Jurnal Basicedu, 6(4), 5794–5800. https://doi.org/10.31004/basicedu.v6i4.3053

Attard, A. C. (2016). Research Evaluation of Matific Mathematics Learning Resources: Project Report. https://researchdirect.westernsydney.edu.au/islandora/object/uws%3A37189/

Auliya, R. N. (2016). 2016_Auliya. Jurnal Formatif Jurnal IImiah Pendidikan MIPA, 6(20), 12–22.

Birbal, R., Mohammed, N., Ramdass, M., & Joseph-alleyne, G. (2023). Enhancing Mathematical Performance in Primary School Boys?: The Role of the Mathific Learning Platform. 12(2), 32–45. https://doi.org/10.15640/jehd.v12n2a4

Daryanes, F., & Ririen, D. (2020). Efektivitas Penggunaan Aplikasi Kahoot Sebagai Alat Evaluasi pada Mahasiswa. Journal of Natural Science and Integration, 3(2), 172. https://doi.org/10.24014/jnsi.v3i2.9283

Hendrawan, G. B., & Marlina, R. (2022). Persepsi Siswa Terhadap Penggunaan Game Edukasi Digital Pada Pembelajaran Matematika. JPMI (Jurnal Pembelajaran Matematika Inovatif), 5(2), 395. https://doi.org/10.22460/jpmi.v5i2.10288

Hsieh, Y.-H., Lin, Y.-C., & Hou, H.-T. (2016). Exploring The Role Of Flow Experience, Learning Performance And Potential Behavior Clusters In Elementary Students’ Game-Based Learning. Interactive Learning Enviroment, 24(1), 178–193.

Hung, C.-Y., Sun, J. C.-Y., & Yu, P.-T. (2015). Exploring The Role Of Flow Experience, Learning Performance And Potential Behavior Clusters In Elementary Students’ Game-Based Learning. Interactive, 172–190.

Kingsley, T. L., & Grabner-Hagen, M. M. (2015). Gamification: Questing to integrate content knowledge, literacy, and 21st-century learning. Journal of Adolescent and Adult Literacy, 59(1), 51–61. https://doi.org/10.1002/jaal.426

Manny-Ikan, Berger-Tikochinski, T., & Marmor, A. (2016). Research Evaluation of "Mathific ". Henrietta Szold Institute.

Morillas Barrio, C., Munoz-Organero, M., & Sanchez Soriano, J. (2016). Can Gamification Improve the Benefits of Student Response Systems in Learning? An Experimental Study. IEEE Transactions on Emerging Topics in Computing, 4(3), 429–438. https://doi.org/10.1109/TETC.2015.2497459

Nur, Y. (2022). Efektivitas Penggunaan Media Interaktif Berbasis Powerpoint pada Pembelajaran Tatap Muka Terbatas di Sekolah Dasar. Jurnal Basicedu, 6(4), 6190–6196. https;//jbasic.org/index.php/basicedu

Seaborn, K., & Fels, D. I. (2015). Gamification in theory and action: A survey. International Journal of Human Computer Studies, 74(February 2015), 14–31. https://doi.org/10.1016/j.ijhcs.2014.09.006

Segmeasurement. (2017). An Evaluation Of Matific Use In Grades Two And Three.

Sudjana, N. (2002). Penilaian Hasil Belajar Mengajar. Remaja Rosdakarya.

Trajkovik, V., Malinovski, T., Vasileva-Stojanovska, T., & Vasileva, M. (2018). Traditional games in elementary school: Relationships of student’s personality traits, motivation and experience with learning outcomes. PLoS ONE, 13(8), 1–15. https://doi.org/10.1371/journal.pone.0202172

Wang, A. I., & Lieberoth, A. (2016). The effect of points and audio on concentration, engagement, enjoyment, learning, motivation, and classroom dynamics using kahoot! Proceedings of the European Conference on Games-Based Learning, 2016-January(October), 738–746.

Widhayanti, A., & Abduh, M. (2021). Penggunaan Media Audiovisual Berbantu Power Point Untuk Meningkatkan Hasil Belajar Peserta Didik di Sekolah Dasar. Jurnal Basicedu, 5(3), 1652–1657. https://jbasic.org/index.php/basicedu/article/view/975

Wiwien, K., & Restu, W. (2019). Efektivitas media game mengetik interaktif berbasis adobe flash cs5 terhadap motivasi belajar siswa. Jurnal Teknologi Pendidikan, 3(April 2018), 1–10.