Journal of Teaching and Learning Mathematics

Interactive quiz media based on the Kahoot educational game to increase student motivation and learning outcomes

Aslihatul Latifah, Choirudin Choirudin, Eka Fitria Ningsih — Thu, 28 Mar 2024 00:00:00 +0700

The aim of this research is to evaluate impact use of quiz media interactive educational game based on Kahoot motivation and achievement Study student before and after implementing the Kahoot game. This research uses method quantitative experimental, with variables being measured through tests, questionnaires, and interviews structured to ensure the data collected nature numeric and can analyzed in a way statistics. This research also applies technique taking sample use cluster random sampling method. Data collection techniques involve use tests and questionnaires. Data analysis was carried out using analysis variance Multivariate using Wilk's Lambda test. Research results using test description of 5 pretests and 5 posttests in class VIII A Mts Mathla'ul Anwar Rawa Selapan show that Kahoot gaming media has a significant impact to enhancement motivation and results Study student. The results of MANOVA analysis show mark significance of 0.000 for Wilk's Lambda test, which is more small from level established significance previously. Hence, hypothesis zero rejected, implies that the use of Kahoot gaming media has a significant impact on motivation and results Study student

The educational game "MARIO" for early childhood number recognition to improve cognitive abilities: Attempts and Problems

Erna Budiarti, Juwita Tri Lestari, Emmanuel Hagenimana — Fri, 12 Jul 2024 00:00:00 +0700

This research aims to explore the use of the educational game "MARIO" in improving the cognitive capacity of young children, especially in number recognition. "MARIO" is an acronym for Marble, Number, Recreational, Innovative, and Observation, each element of which is integrated with the game to create a fun learning experience. This research involved 30 students aged 4-6 years in a kindergarten in Jakarta. Data collection is carried out through observation, interviews, and documentation, known as the OWI method. Data analysis uses the Miles and Huberman model which includes data reduction, data presentation, and conclusion. The results showed that the "MARIO" game significantly improved children's cognitive abilities in recognizing numbers. The three stages of number recognition include recognizing numbers through marbles (Marbel), matching numbers with number cards (Numbers), and movement activities involving numbers (Recreative). In the observation stage, children record the results of their play, which helps in understanding the concepts of comparison and measurement. Of the 30 students, 85% showed improvement in basic numeracy skills, with an average improvement of 30% in the basic math skills test. This research concludes that the integration of educational elements in the "MARIO" game is not only effective in improving children's cognitive abilities but also makes the learning process more interesting and enjoyable. Thus, "MARIO" can be recommended as an innovative learning aid for early childhood.

Transformation of Learning Media Through TikTok: A Qualitative Study of the Influence of Viral Media "UBUR-UBUR"

Adinda Syalsabilla Aidha Vedianty, Andika Setyo Budi Lestari , Maya Rayungsari — Wed, 17 Jul 2024 00:00:00 +0700

Technological developments have brought significant changes in learning methods. This research aims to explore the transformation of mathematics learning media through TikTok with a focus on the influence of viral content with the theme "Ubur-uber". The research methodology used is qualitative with a phenomenological approach. Data was collected through direct observation and analysis of relevant TikTok content. From the results of observations, 50 Ubur-uber-themed videos were selected based on the criteria of popularity and user interaction. Data were analyzed using thematic analysis techniques to identify main patterns and themes. The focus of the research lies in the use of Ubur-Ubur content in mathematics learning media and its impact on the teaching and learning process. The findings show that TikTok is an effective platform in the world of education, where viral Ubur-Ubur content has succeeded in making mathematics learning more interesting and efficient for students and educators. Concrete examples include increased student participation in class discussions and a better understanding of the material. The results of this research show that learning media innovation through platforms such as TikTok can make a positive contribution to the world of education. However, it was discovered that the Ubur-Ubur content on TikTok has never been researched and published in a national or international journal to test its effectiveness in terms of the validity of the media used, etc. This shows that this media is only a learning innovation, especially mathematics. By leveraging the viral nature of Ubur-Ubur content, educators can create more dynamic and interactive learning experiences. This research provides insight into the potential of TikTok as an effective educational tool and opens up opportunities for further exploration of the use of social media for educational purposes, especially in mathematics subjects.

Use of Real Object Media to Improve Students' Multiplication Learning Outcomes in Elementary School Classes

Diana Agustina Hasanah, Usmiyatun Usmiyatun, Mathew Lowa James — Wed, 17 Jul 2024 00:00:00 +0700

Penelitian ini bertujuan untuk mengamati penggunaan media benda nyata dalam meningkatkan hasil belajar siswa pada materi perkalian di kelas II Sekolah Dasar. Latar belakang penelitian ini adalah rendahnya hasil belajar matematika siswa pada materi perkalian yang masih di bawah Kriteria Ketuntasan Minimal (KKM). Subjek penelitian ini adalah siswa kelas II SDN 1 Sukamanah yang berjumlah 20 orang, yang terdiri dari 10 orang siswa laki-laki dan 10 orang siswa perempuan. Penelitian Tindakan Kelas (PTK) ini dilaksanakan pada semester ganjil tahun pelajaran 2023/2024 dengan menggunakan media benda nyata yang terdiri dari dua siklus. Metode pengumpulan data dilakukan melalui evaluasi, dan alat yang digunakan untuk mengumpulkan data adalah tes tulis pilihan ganda. Analisis data dilakukan secara mekanis dengan menggunakan persentase data kuantitatif yaitu hasil belajar. Hasil penelitian menunjukkan adanya peningkatan yang signifikan hasil belajar matematika pada materi perkalian di kelas II Sekolah Dasar. Berdasarkan analisis ketuntasan hasil belajar siswa, data awal menunjukkan presentase ketuntasan sebesar 35% dengan rata-rata kelas mencapai 57,5 yang belum mencapai KKM yang ditetapkan yaitu 70. Setelah menggunakan alat peraga berupa media benda nyata pada siklus I ketuntasan mencapai 30% dengan nilai rata-rata 57,5. Pada siklus II ketuntasan meningkat menjadi 70% dengan nilai rata-rata 72,5. Oleh karena itu, siklus PTK yang dilaksanakan secara berulang menunjukkan bahwa penggunaan benda nyata efektif dalam meningkatkan hasil belajar siswa pada konsep perkalian. Dengan melibatkan media benda nyata, pembelajaran perkalian menjadi lebih menyenangkan dan relevan bagi siswa sehingga dapat mencapai hasil belajar yang lebih baik.

Analysis of Student's Difficulty in Solving Mathematical Problems in Linear Programs

Imamah Dien Fitrieyah, Anouar Ben Mabrouk — Wed, 17 Jul 2024 00:00:00 +0700

This research aims to analyze students' difficulties in solving mathematical problems on linear programming material using qualitative descriptive methods based on the Polya heuristic. This research involved students with high, medium, and low abilities through analysis of written tests and student interviews. Data was collected from 30 class XI students at SMA X using specially designed written tests and in-depth interviews. Data analysis was carried out using thematic analysis techniques. The research results show that students with high abilities do not experience difficulties in working on contextual problems in linear programming material. Students with moderate abilities experience difficulty in determining the sign of inequality and the set of solution areas. Meanwhile, students with low abilities experience difficulties in various aspects, including understanding basic concepts and applying problem-solving steps. Specific examples of difficulties experienced include errors in drawing graphs and determining intersection points. As a recommendation, teachers are advised to introduce and explain problem-solving according to Polya's heuristics more concretely and systematically. For example, using Polya steps in varied practice sessions and providing specific feedback at each stage of problem-solving. In this way, students' understanding of linear programming material can be significantly improved.