THE EFFECT OF CONCEPTUAL UNDERSTANDING ON MATHEMATICAL PROBLEM-SOLVING SKILLS IN GAMIFICATION LEARNING
Abstract
Indonesian students' mathematical problem-solving abilities are still relatively low, partly due to their weak conceptual understanding. A teaching model capable of enhancing student motivation and understanding of mathematical concepts is needed. This study aims to determine the relationship between conceptual understanding and mathematical problem-solving abilities through gamification-based learning. The study was conducted at MTs Negeri 3 Serang in the 2024/2025 academic year, involving 58 eighth-grade students, divided into two groups: the experimental class (VIII A) and the control class (VIII C). The method used was a quasi-experimental study with a pretest-posttest control group design. The research instruments consisted of a conceptual understanding test and a mathematical problem-solving test on the topic of Systems of Linear Equations. The results showed a significant difference between the experimental and control classes. Students learning with the gamification model achieved a higher average increase in post-test scores compared to those using the conventional method. This demonstrates that gamification has a positive impact on conceptual understanding and problem-solving skills. However, the Pearson correlation results showed no significant relationship between conceptual understanding and problem-solving abilities in gamified learning. These findings confirm that while gamification can improve learning outcomes, problem-solving skills also influence other factors such as critical thinking, creativity, and motivation. Thus, gamification can be used as an alternative.
Kemampuan pemecahan masalah matematis siswa di Indonesia masih tergolong rendah, salah satunya karena lemahnya pemahaman konsep dalam pembelajaran. Diperlukan model pengajaran yang mampu meningkatkan motivasi serta pemahaman siswa terhadap konsep matematika. Penelitian ini bertujuan mengetahui hubungan antara pemahaman konsep dan kemampuan pemecahan masalah matematis melalui pembelajaran berbasis gamifikasi. Penelitian dilaksanakan di MTs Negeri 3 Serang tahun ajaran 2024/2025 dengan melibatkan 58 siswa kelas VIII, terbagi dalam dua kelompok: kelas eksperimen (VIII A) dan kelas kontrol (VIII C). Metode yang digunakan adalah quasi-eksperimen dengan desain pretest-posttest control group. Instrumen penelitian berupa tes pemahaman konsep dan tes pemecahan masalah matematika pada materi Sistem Persamaan Linear. Hasil penelitian menunjukkan adanya perbedaan yang signifikan antara kelas eksperimen dan kontrol. Siswa yang belajar dengan model gamifikasi memperoleh peningkatan rata-rata nilai post-test yang lebih tinggi dibandingkan metode konvensional. Hal ini membuktikan bahwa gamifikasi memberikan dampak positif terhadap pemahaman konsep dan keterampilan pemecahan masalah. Namun, hasil korelasi Pearson yang ditampilkan tidak terdapat hubungan yang signifikan antara pemahaman konseptual dan kemampuan pemecahan masalah dalam pembelajaran gamifikasi. Temuan ini menegaskan bahwa meskipun gamifikasi dapat meningkatkan hasil belajar, kemampuan memecahkan masalah juga mempengaruhi faktor lain seperti pemikiran kritis, kreativitas, dan motivasi. Dengan demikian, gamifikasi dapat dijadikan alternatif.
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