GAMES-BASED LEARNING INTEGRATED ENTRY POINT STRATEGY ASSISTED BY AUGMENTED REALITY FOR MATHEMATICAL PROBLEM SOLVING

Nuhyal Ulia, Rida Fironika Kusumadewi, Mohamad Hariyono, Rizky Tantina, Afifatul Maulida

Abstract


Purpose –To examine the effectiveness and the effect of Games-Based Learning Integrated Entry Point Strategy Assisted by Augmented Reality on elementary school students' mathematical problem-solving abilities.

Methodology – The type of research used is a Quasi-experimental design with a pretest-posttest-only control group design. Data collection uses test instruments, with data analysis techniques including normality tests, homogeneity tests, paired-sample t-tests, gain t-tests, and independent t-tests. The population in this study was fifth-grade students of SDN 1 Purwogondo and SDN 01 Ngagel. The sample in this study consisted of 30 students, 15 in the experimental group and 15 in the control group.

Findings – Game-based learning integrated with an entry point strategy assisted by Augmented Reality is effective on elementary school students' mathematical problem-solving abilities, as indicated by the results of the independent t-test obtained sig 0.000 < 0.05 and the results of the paired sample t-test obtained sig 0.000 < 0.05 with a high gain value of 0.75. meaning there is an increase in students' mathematical problem-solving abilities after Game-based learning integrated with an entry point strategy assisted by Augmented Reality

Contribution – This study contributes to elementary school teacher education by integrating an Augmented Reality-assisted entry point strategy into a Games-Based Learning model that effectively improves elementary school students' mathematical problem-solving skills

Keywords


Game Based Learning; Entry Point Strategy; Augmented Reality; Problem Solving

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References


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DOI: https://doi.org/10.36987/jes.v13i4.9265

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