Improving Math Creative Thinking Ability by using Math Adventure Educational Game as an Interactive Media

Kartika, Yessi; Wahyuni, Rahmi; Sinaga, Bornok; Rajagukguk, Juniastel

doi:10.1088/1742-6596/1179/1/012078

Cited by 49 publications

(37 citation statements)

References 1 publication

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“…In making plans, the average subject does not write down the plans used to solve the problem because mathematics is complex and does not yet understand how to solve the problem. Other research findings also found that students generally consider mathematics difficult (Kartika et al, 2019;Selvianiresa & Prabawanto, 2017;Yin et al, 2020). Teachers must plan a fun mathematics lesson so that students feel happy in learning mathematics and do not find it difficult (Legesse et al, 2020;Schoenfeld, 2016).…”

Section: Discussionmentioning

confidence: 87%

Students' Learning Difficulties Review from Mathematics Problem-Solving Ability in Third-Grade Elementary School

Sulistyani

Subekti

Wardana

2021

IJERR

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Difficulty in the calculation process. It has an impact on low mathematics learning outcomes for students. This study aims to analyze students' learning difficulties in terms of mathematical problem-solving abilities in grade III elementary school fractions. This type of research is descriptive qualitative research. The subjects taken were six students—data obtained through interviews, tests, and documentation. The instrument used to analyze the data is a questionnaire. The technique used to analyze the data is descriptive qualitative and quantitative analysis. The study results are that students have a score on the aspect of understanding the problem of 50 (33.3%) in the medium difficulty category. The planning aspect has a score of 34 (22.60%) (great difficulty). Implementing the plan has a score of 95 (63.30%) (low difficulty). The re-checking aspect has a score of 98 (65.30%), which is in the low difficulty category. The difficulty is due to the lack of understanding of the questions, errors in determining the correct strategy to solve the problems and difficulties in the calculation process, and the child's low grasping power.

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Section: Discussionmentioning

confidence: 87%

Students' Learning Difficulties Review from Mathematics Problem-Solving Ability in Third-Grade Elementary School

Sulistyani

Subekti

Wardana

2021

IJERR

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“…The findings of previous research stated that Realistic Mathematical Education (RME) could facilitate students in solving mathematical problems (Faidah et al, 2019;Sulastri & Kusmanto, 2016). Other research findings also state that animated media can increase students' enthusiasm and motivation in learning (Kartika et al, 2019;Margareta & Wahyuno, 2014). So that the Realistic Mathematical Education (RME) approach, with the help of animated learning media, will make it easier for students to learn mathematics, this research implies that the Realistic Mathematical Education (RME) approach with the help of animated learning media can be used by teachers in teaching so that it can help students who have difficulty understanding mathematics learning materials.…”

Section: Discussionmentioning

confidence: 97%

Online Learning Based on Realistic Mathematic Education (RME) Assisted Animation Media in Improving Student Learning Outcomes

Amir

Syamsuddin

Sulfansyah

2021

j. ilm. sekol. dasar

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There are still many teachers who have difficulty determining appropriate learning methods and learning media for mathematics lessons. This has an impact on student learning outcomes are low. This study aims to analyze the effect of the Realistic Mathematical Education (RME) approach assisted by animation media on students' mathematics learning outcomes. This research is a quantitative research with a quasi-experimental research design with a non-equivalent control group design research design. This study involved 30 students as the research sample with a simple random sampling technique (Simple Random Sampling). This study uses data collection techniques, namely observation and written tests by giving five essay questions with different weights for each question. The data obtained were analyzed using the SPSS v.22 application by looking for the results of the normality test, homogeneity test, N-Gain test and finally the t-test (Independent Sample Test) to test the hypothesis. The results showed that there was a difference between the students' average scores by applying the Realistic Mathematical Education (RME) approach with the aid of animation media, obtaining an average score of 74.60 in the medium category. Based on the results of data analysis, there is a significant effect on mathematics learning outcomes which can be proven from the significance value at the output of the Independent Sample Test, namely 0.000 < 0.05, which means that H0 is rejected and Ha is accepted. It can be concluded that the Realistic Mathematical Education (RME) approach assisted by animation media can improve mathematics learning outcomes.

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“…Educational type games aim to provoke children's interest in learning about the subject matter. Educational games are interesting to develop because presented in the form of interactive visualization, facing a various challenges, containing educational material, the presence of animations that can improve memory, and improve student's intelligence (Kartika et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Need Analysis Of “Si Eco” Ethno-Confidence Game for Slow Learner Students

Ardianti

Wanabuliandari

Wijayanti

2021

j. ilm. sekol. Dasar

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ABK students are students who have different characteristics from students in general. One of the ABK is a slow learner. Slow learner students have a tendency to not be confident. Therefore, it is necessary to develop the “SI ECO” game to help slow learner students overcome the crisis of confidence. The purpose of this study to analyze the need for developing media of ethno-confidence “SI ECO” game for slow learner students. This research method is descriptive quantitative method. The subjects of this study were 2 teachers and 26 students. The data in this study are in the form of questionnaires and interviews with teachers and students. Data collection techniques using interviews, questionnaires and document studies. Data analysis was carried out descriptively by percentage. The results of the questionnaire of slow learner students have confidence in the criteria of lack of confidence. The results of the student needs questionnaire showed that there was a need for slow learner students for learning media in the form of games with ethno content that could foster self-confidence. The results of interviews with teachers show that the availability of learning media that incorporates cultural elements is still very limited so that the development of learning media in the form of the ethno-confidence game "Si Eco" is needed for slow learner students. Based on the results of the study, it can be concluded that it is necessary to develop the "SI ECO" ethno-confidence game for slow learner students.

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Improving Math Creative Thinking Ability by using Math Adventure Educational Game as an Interactive Media

Cited by 49 publications

References 1 publication

Students' Learning Difficulties Review from Mathematics Problem-Solving Ability in Third-Grade Elementary School

Students' Learning Difficulties Review from Mathematics Problem-Solving Ability in Third-Grade Elementary School

Online Learning Based on Realistic Mathematic Education (RME) Assisted Animation Media in Improving Student Learning Outcomes

Need Analysis Of “Si Eco” Ethno-Confidence Game for Slow Learner Students

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