Game-Based Learning and Student Motivation in Mathematics

This study aims to improve students' learning motivation through the use of the GeoGebra learning application in overcoming challenges related to student interest in mathematics learning, particularly at SDN 074 Ayudia, Bandung City, with a population of all students and a sample of 31 students from class VA. This study uses a quantitative research method with an explanatory research approach. The sampling technique used is probability sampling with simple random sampling, while the instruments used are questionnaires and tests. The data analysis requirements testing includes normality testing using Kolmogorov-Smirnov and linearity testing, with the hypothesis tested through correlation and regression analysis using SPSS version 26. Based on the research results, it can be concluded that the GeoGebra application has a significant effect on students' mathematics learning motivation. The correlation analysis shows a very strong relationship between the two variables, with a correlation coefficient of 0.826, indicating that the use of the GeoGebra application can increase students' motivation in learning mathematics. This study also found that the GeoGebra application contributes 68.3% to the variation in students' learning motivation, showing that this technology has a significant impact on motivating students. This study implies that the GeoGebra application can be an effective learning tool to enhance students' motivation in mathematics learning.

Learning motivation is an important factor that influences students’ success in mathematics learning. However, many students still have low motivation to learn mathematics because they perceive the subject as difficult and less interesting. Therefore, an appropriate strategy is needed to improve students’ learning motivation. This community service activity aimed to strengthen students’ motivation in learning mathematics through the implementation of the Successful Student Strategy (3S) for junior high school students in Cirebon Regency. The method used in this activity was a participatory mentoring approach consisting of several stages, namely socialization, training, learning practice, and reflection. The evaluation of the activity was conducted using a mathematics learning motivation questionnaire based on a Likert scale administered before and after the program, supported by observations of students’ learning activities during the implementation. The results showed that the implementation of the Successful Student Strategy (3S) was able to increase students’ motivation in learning mathematics. This improvement was indicated by the increase in the average motivation score from 3.02 before the activity to 4.10 after the activity. In addition, students also demonstrated higher participation in learning activities, greater confidence in solving mathematical problems, and increased willingness to express their opinions during discussions. These findings indicate that the Successful Student Strategy (3S) can serve as an effective alternative approach to enhance students’ motivation in mathematics learning. This community service activity is expected to contribute to improving the quality of mathematics learning in schools by strengthening students’ motivation and promoting more effective learning strategies.

The ability of mathematical understanding and motivation to learn is very necessary for students to take part in mathematics learning. This study aims to determine the increase in mathematical understanding and learning motivation of students who obtain mathematics learning through contextual approach using autograph software with students who obtain conventional mathematics learning, and analyze the interactions based on the level of students' initial mathematical abilities. This research is an experimental with a pretest-posttest control group design. The population of this study was all Year 10 students at SMK Negeri 1 Meulaboh, Aceh, Indonesia, the sample was 60 students with randomly selected from 165. Data analysis was performed by two-way ANOVA. The results showed that there was an increase in the ability of mathematical understanding and learning motivation of students through contextual approach using autograph software better than conventional learning; there is no interaction between learning approaches and students' initial mathematical abilities towards mathematical understanding ability, and there is an interaction between learning approaches and students' initial mathematical abilities towards student learning motivation. The teacher is expected to be able to expand the application of learning with a software-assisted contextual approach to improve students' mathematical understanding and motivation.

The purpose of this study was to determine students' learning motivation in mathematics learning in senior high schools. This study uses a quantitative method because the data processed is ratio data, and the focus of this study is to analyze students' learning motivation towards mathematics lessons at SMA Idhata Banjarmasin. The population in this study were students of SMA Idhata Banjarmasin. The sample used was class XI. The research instrument used a questionnaire containing statements with the aim of seeing students' learning motivation in mathematics subjects. Descriptive data analysis techniques to determine students' learning motivation from the results of the questionnaire data. The results of the study based on the Guttman scale showed that out of 24 students in class XI of SMA Idhata Banjarmasin, there were 22 students who had a "high" level of mathematics learning motivation, and 2 others had a "quite high" level of mathematics learning motivation. Thus, the null hypothesis (H0) is rejected and the alternative hypothesis (Ha) is accepted. The conclusion of this study is that there is student learning motivation with a fairly high and high level towards mathematics learning at SMA Idhata Banjarmasin.

The study aims at describing the comparison between the Problem-Posing Approach and the Investigation Approach in terms of effectiveness from the perspective of Mathematical Problem-Solving Skills, mathematical motivation and Mathematical Learning Achievements. The nature of the study is a quasi-experimental research. During the conduct of the study, the overall number of populations was 206 students from Grade VII of the State 2 Junior High School Gamping. The samples within the study were selected randomly from the population namely 32 students from Grade VII A and 34 students from Grade VII B. Then, the instrument that had been administered within the conduct of the study was the Mathematical Problem-Solving Skills Test, the Mathematical Learning Achievement Test and the Mathematical Learning Motivation Questionnaire. After the data had been gathered, the overall data were analysed by using the one-sample t-test, the T2 Hotteling’s Test and the independent sample t-test. The results of the study show that the learning process by means of Investigation Approach has been more effective in comparison to Problem-Posing Approach from the perspective of Mathematical Problem-Solving Skills and Mathematical Learning Achievement but, on the other hand, the results of the study also show that the learning process by means of Problem-Posing Approach has been more effective in comparison to Investigation Approach from the perspective of Mathematical Learning Motivation for the Grade VII students of the State 2 Junior High School Gamping.

This research and development aim to: (1) develop a valid and practical model so that it can improve students' motivation in learning mathematics, (2) know the effectiveness of the active learning based ARCS model. This research refers to the stages of research and development from Borg & Gall which has been modified by Sukmadinata into 3 stages, namely preliminary studies, product development, and product testing. Data analysis techniques used are descriptive qualitative and quantitative. The research finds that (1) active learning based on ARCS model is valid and practical to improve students' learning motivation in mathematics learning based on the assessment given by education experts of 77.94% (good category), material experts of 87.14% (excellent category), and practitioners of 96.56% (excellent category). (2) The result of the effectiveness test shows that the developed product is effective in increasing students' learning motivation in mathematics learning based on experimental results which shows p <0.05 on learning motivation which means there are significant differences in students who were taught using the ARCS model based on active learning.

Technology has changed the educational landscape by providing greater access to learning resources, creating interactive and engaging learning environments, and supporting the use of virtual simulations and experiments. Customisation of learning and the ability to track student progress through technology is an important focus in the effort to improve student learning motivation in Mathematics and Natural Sciences Education. This research uses qualitative research methods with literature study data collection techniques to investigate the impact of using learning technology on student learning motivation in Mathematics and Natural Sciences Education. The purpose of this research is to provide a deeper understanding of how learning technology can be optimised to improve student learning motivation in Mathematics and Natural Sciences. The results of this study have the potential to provide relevant recommendations that can help improve Mathematics and Natural Sciences education in the current digital era. This research is expected to make a significant contribution to the understanding of how learning technology can be used more effectively in increasing student learning motivation in Mathematics and Natural Sciences, so that it can provide maximum benefits in preparing students to face global challenges in the future.

The purpose of this study was to determine the relationship between reform practices, student engagement in mathematics class, college readiness in mathematics for high school students, and mathematics teacher Professional Development (PD). Quasi-experimental mixed methodology addressed the research question(s) in a parallel design. Treatment teachers participated in PD where reformed teaching practices were presented, observed, discussed, and analyzed using a Cognitive Apprenticeship (CA) framework. Student’s mathematics readiness was measured distantly and proximally. Student engagement in mathematics class and reform practice implementation were observed, using Reformed Teaching Observation Protocol (RTOP), and compared across groups to assess treatment effects pre and post PD. Analysis of treatment using teacher interviews and posts from an online community blog suggested significant treatment effects. Positive changes in student engagement and teacher reform implementation were observed. Teacher beliefs and perceptions of PD impacted reform implementation as well. Implications from the study have the potential to influence policy decisions and professional development related to reform instructional practices in secondary mathematics classrooms throughout the state.

This study contains the effect of mathematical anxiety on the motivation to learn mathematics and the mathematical creative thinking abilities of junior high school students. Mathematics learning also needs to understand the psychological aspects of students, including about mathematical anxiety and motivation to learn mathematics. Mathematical anxiety and motivation to learn mathematics that are not immediately addressed properly and correctly will affect students' creative thinking skills in mathematics. The purpose of this study was to determine the effect of mathematical anxiety on learning motivation and mathematical creative thinking abilities of junior high school students. This study uses the literature review method with publication limitations of the last 5 years. Exploration of publication results using an open-access website taken from Google Scholar with research results published in Reputable National Journals at least Sinta 4 and Reputable International Journals at least Q3. Publication results are limited to searches using the keywords “Math Anxiety”, “Learning Motivation”, “Creative Thinking Skills”, “Junior High School Mathematics Learning”, “Math Anxiety”, “Learning Motivation”, “Creative Thinking Skills”, and “Mathematics Learning in Junior High School”. Exploration results of publications were analyzed using PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analysis) syntax. The results showed that mathematical anxiety had an effect on motivation to learn mathematics and students' mathematical thinking abilities. Students who have excessive mathematical anxiety tend to have low motivation to learn mathematics. Low motivation to learn mathematics will affect the way students think, especially with regard to the ability to think creatively mathematically. Therefore, teachers must be alert and communicative in order to overcome these problems and students become more comfortable when learning mathematics.

<p>The dakon game, as one of the traditional games that has been widely known in Indonesia, has great potential to be integrated into mathematics learning in elementary schools, especially in the material of integer arithmetic operations. This article aims to analyze the benefits and applications of dakon as an interactive learning media that supports the understanding of the concepts of addition, subtraction, multiplication, and division of integers. With a game-based learning approach, dakon not only functions as a learning aid, but is also able to increase students' motivation in learning mathematics. This game makes it easier for teachers to explain abstract concepts in a more concrete and interesting way. The results of the study show that the integration of the dakon game in mathematics learning can improve students' understanding of integer arithmetic operations, train critical thinking skills, and encourage collaboration among students. In addition, the use of dakon in learning is in line with the principle of independent learning which emphasizes a fun and meaningful learning experience. By making dakon part of the learning strategy, teachers can create a more dynamic and interactive learning atmosphere, so that students can more easily understand the material and be actively involved in the learning process. The novelty of this research lies in its systematic exploration of how local cultural heritage—in the form of the dakon game—can be transformed into a structured pedagogical model for teaching arithmetic, which has not been widely implemented or documented in formal education contexts. This article recommends the dakon game as a strategic innovation in mathematics learning, especially to improve the quality of learning in elementary schools.</p>

The rapid growth of computer technology has transformed education, offering new ways to enrich conventional learning processes. This article presents the application of Game-Based Learning (GBL) to improve the teaching of English. GBL integrates fun and learning, appealing to students through game-like approaches that promote communication, problem-solving, and teamwork. This narrative literature review examines how GBL improves student motivation and achievement, particularly in developing speaking competencies. It also delves deeper into the questions of teacher preparedness and technological availability encountered in the application of GBL. The study read studies on theoretical foundations of GBL based on experiential learning and constructivism, as well as its classroom applications in English. The results were that GBL positively influences student motivation and teamwork, reducing anxiety, rendering learning more enjoyable and efficient. However, the success of GBL depends on the coordination of curriculum goals and the overcoming of resource and training barriers. Overall, GBL has the potential to contribute significantly toward English language learning through facilitating an interactive learning setting. Teachers should use GBL to assure learning outcomes through carefully crafted games. Next study should focus on creating effective GBL language skill evaluation materials.

This study investigates the key indicators of interest and motivation in mathematics learning using confirmatory factor analysis (CFA) to validate their relevance and reliability. Conducted in Bandar Lampung, Indonesia, the research involved 111 junior high school students selected through cluster random sampling. Two latent variables were examined: interest, represented by four indicators (feeling of happiness, student curiosity, student attention, and student involvement), and motivation, represented by five indicators (perseverance, tenacity, sharpness of attention, achievement, and independence). Results revealed that only student curiosity (KMO = 0.611) and student involvement (KMO = 0.507) were valid indicators of interest, while perseverance (KMO = 0.685), tenacity (KMO = 0.628), and sharpness of attention (KMO = 0.616) were valid indicators of motivation. The validated indicators highlight the intrinsic and participatory nature of engagement, emphasizing the importance of fostering curiosity, involvement, and resilience in mathematics learning. The findings contribute to the theoretical integration of interest and motivation as interconnected constructs and offer practical implications for designing targeted instructional strategies. This study provides a robust framework for understanding student engagement in mathematics and serves as a foundation for future research on contextual and longitudinal dynamics of these constructs.

The purpose of this research is to find out how students learn motivation in learning mathematics in class IV SDIT Al-Hidayah Pekanbaru. This type of research is qualitative research with a case study approach. This research was conducted at SDIT Al-Hidayah Pekanbaru with the sample being fourth grade students. Collection techniques used in this study include: interviews, observation and documentation. The data analysis used was Miles and Huberman's qualitative data analysis. Based on the results of the data analysis that has been carried out, student motivation in learning mathematics in class IV SDIT Al-Hidayah Pekanbaru is still somewhat inadequate according to the aspects that have been researched and observed. As for signs such as a lack of student motivation in learning mathematics, namely, there are still many students who are lazy in learning or doing assignments given by the teacher while learning mathematics is in progress, there are still students who do not pay attention to the teacher and instead are engrossed in talking and playing with friends when the teacher is explaining in front of the class, there are still students who lack confidence, such as cheating on their friends and don't want to be ordered to do blackboard assignments, there are still students who are sleepy when learning mathematics is in progress, even though the learning environment is quite good.

This research aims to investigate the improvement of students' critical thinking skills and learning motivation using a problem-solving approach through Contextual Teaching and Learning (CTL) in the topic of statistics with the assistance of GeoGebra. This study employs a pre-experimental research design with a one-group pretest-posttest approach. The sample consists of one eighth-grade class in a public junior high school in Yogyakarta. Data collection techniques include pretests and posttests to measure students' critical thinking skills and a questionnaire to assess students' learning motivation. The paired sample t-test is utilized for data analysis. The results reveal an improvement in critical thinking skills, with an average pretest score of 49.33 and a posttest score of 85.00. Students' learning motivation also increased, with an average pretest score of 73.60 and a posttest score of 88.87. The t-test result shows a significance value of 0.000 < 0.05, indicating the rejection of the null hypothesis. This implies that there is a significant influence on students' critical thinking skills using a problem-solving approach through Contextual Teaching and Learning in the statistics subject, resulting in an enhancement of students' critical thinking skills

Mathematical connection ability is the ability to connect math subjects with other subjects or with other topics. Blended learning model is a teaching and learning strategy that aims to achieve learning objectives by combining classroom-based/face-to-face learning with technology-based learning conducted online. The objectives in this study were to determine: 1) the effect of blended learning model on the numerical ability of students by controlling the learning motivation of junior high school students, 2) the effect of the covariate variable of learning motivation on the mathematical connection ability of junior high school students, 3) the simultaneous effect of blended learning model and learning motivation on the mathematical connection ability of junior high school students.The sampling technique used Cluster Random Sampling. The instrument used in this research is a description test of mathematical connection ability and learning motivation questionnaire, on pytagoras material. The results of the study showed the effect of blended learning model on the numerical ability of students by controlling the learning motivation of junior high school students, the effect of covariate variables of learning motivation on the mathematical connection ability of junior high school students and the simultaneous effect of blended learning model on the mathematical connection ability of junior high school students. ABSTRAKKemampuan Koneksi matematis merupakan kemampuan dalam menguhubungkan mata pelajaran matematika dengan mata pelajaran lainnya atau dengan topik lain. Motivasi belajar adalah suatu keadaan yang terdapat pada diri seseorang individu dimana ada suatu dorongan untuk melakukan sesuatu guna mencapai tujuan.Model pembelajaran Blended Learning adalah sebuah strategi belajar mengajar yang bertujuan untuk mencapai tujuan pembelajaran dengan cara memadukan pembelajaran berbasis kelas/tatap muka dengan pembelajaran berbasisteknologi yang dilakukan secara online. Tujuan dalam penelitian ini untuk mengetahui: 1) pengaruh model blended learning terhadap kemampuan numerik peserta didik dengan mengontrol motivasi belajar SMP, 2) pengaruh variabel kovariat motivasi belajar terhadap kemampuan koneksi matematis peserta didik SMP, 3) pengaruh secara simultan model pembelajaran blended learning dan motivasi belajar terhadap kemampuan koneksi matematis peserta didik SMP.Teknik pengambilan sampel menggunakan Cluster Random Sampling. Instrument yang digunakan dalam penelitia ini berupa tes uraian kemampuan koneksi matematis dan angket motivasi belajar, pada materi pytagoras. Hasil dari penelitian adanya pengaruh model blended learning terhadap kemampuan numerik peserta didik dengan mengontrol motivasi belajar peserta didik SMP, adanya pengaruh variabel kovariat motivasi belajar terhadap kemampuan koneksi matematis peserta didik SMP dan adanya pengaruh secara simultan model pembelajaran blended learning dan motivasi belajar terhadap kemampuan koneksi matematis peserta didik SMP.