Assessing the Pedagogical Impact toward  Interactive Game-Based Instruction on Improving Elementary Students’ Integer Learning Concepts

Sabina Ndiung; Lazarus Kabut; Eliterius Sennen; Sebastianus Menggo

doi:10.58421/misro.v4i4.829

DOI:

https://doi.org/10.58421/misro.v4i4.829

Authors

Sabina Ndiung Universitas Katolik Indonesia Santu Paulus Ruteng
Lazarus Kabut Universitas Katolik Indonesia Santu Paulus Ruteng
Eliterius Sennen Universitas Katolik Indonesia Santu Paulus Ruteng
Sebastianus Menggo Universitas Katolik Indonesia Santu Paulus Ruteng

Keywords:

Elementary education, Integers, Interactive game, Learning outcomes

Abstract

This study aims to describe the effectiveness of implementing a game method in learning integers. This study employs a quasi-experimental design with a posttest-only control group. The sampling technique was random, and the class equivalence test employed a one-way ANOVA. Sampling used a cluster random sampling technique. The data collection technique employed a test method consisting of essay questions in the high-level thinking category. These questions were found to be valid, with a reliability coefficient of 0.75, which falls in the high category. The data analysis employed an independent t-test at a significance level of 0.05, preceded by a prerequisite test of data normality and homogeneity of variance. The results of the study showed that the application of the interactive game method can improve learning outcomes in integer arithmetic operations, which is also indicated by: (1) students are enthusiastic and involved in following the lesson. (2) active student participation increases, (3) learning is more meaningful, and (4) building very positive team collaboration.

Downloads

Download data is not yet available.

References

K. A. M. Hafidzhoh, N. N. MAdani, Z. Aulia, and D. Setiabudi, “Belajar Bermakna (Meaningful Learning) Pada Pembelajaran Tematik,” Student Sci. Creat. J., vol. 1, no. 1, pp. 390–397, 2023, doi: 10.55606/sscj-amik.v1i1.1142.

E. Mailani, D. I. Saragih, L. L. Pandiangan, S. L. Bangun, N. F. Ade, and V. Q. Amelia, “Pengaruh Metode Berbasis Permainan Edukatif Dalam Pengajaran Operasi Bilangan Bulat Untuk Meningkatkan Hasil Belajar Siswa Kelas VI SD IT Insan Madani,” J. Citiz. Res. Dev., vol. 1, no. 2, pp. 753–757, 2024, doi: 10.57235/jcrd.v1i2.3908.

A. Taqwim et al., “Analisis Pembelajaran Bermakna untuk Meningkatkan Kemampuan Sistematis Siswa dalam Menyelesaikan Soal Pecahan di Kelas Tinggi Sekolah Dasar,” Fermat J. Pendidik. Mat., vol. 8, no. 1, pp. 55–66, 2025.

A. S. Azahrah, Khaeroni, and W. Rachmiati, “Model Problem Based Learning Berbasis Video Interaktif untuk Meningkatkan Keterampilan Berpikir Kritis Siswa Sekolah Dasar,” Elem. J. Ilm. Pendidik. Dasar, vol. 11, no. 1, pp. 1–15, 2025, doi: 10.32332/nspw2y24.

Y. Wildaniati, A. Santoso, and R. S. I. Dewi, “Pembelajaran Berbasis Masalah dalam Meningkatkan Kemampuan Pemecahan Masalah Matematika,” Elem. J. Ilm. Pendidik. Dasar, vol. 10, no. 1, pp. 12–26, 2024, doi: 10.32332/elementary.v10i1.9015.

N. Mandasari and E. Rosalina, “Analisis Kesulitan Siswa dalam Menyelesaikan Soal Operasi Hitung Bilangan Bulat di Sekolah Dasar,” J. Basicedu, vol. 5, no. 3, pp. 1139–1148, 2021.

S. E. Rahmadhani and S. Masfiah, “Pengaruh Motivasi Belajar Terhadap Hasil Belajar Matematika Kelas VI Madrasah Ibtidaiyah Negeri 4 Lampung Timur,” Elem. J. Ilm. Pendidik. Dasar, vol. 9, no. 1, pp. 55–62, 2023, doi: 10.32332/elementary.v9i1.6465.

E. Hamapinda, A. L. Ngaba, and Y. T. I. Nuhamara, “Analisis kemampuan pemecahan masalah matematika siswa kelas vii pada materi operasi bilangan bulat,” Edumatica J. Pendidik. Mat., vol. 11, no. 2, pp. 46–54, 2021.

I. D. Maharani, D. Ermawati, and L. A. Riswari, “Analisis Penyebab Kesalahan yang Biasa Terjadi dalam Menyelesaikan Soal Cerita Bilangan Bulat,” EDUKASIA J. Pendidik. dan Pembelajaran, vol. 5, no. 1, pp. 483–494, 2024, doi: 10.62775/edukasia.v5i1.791.

N. Syafriadi, E. Yakub, Suarman, I. R. Hayati, D. Puspita, and P. C. Pernades, “The effect of educational games using educandy on elementary school students’ learning motivation,” Prmary J. Pendidik. Guru Sekol. Dasar, vol. 13, no. 2, pp. 317–327, 2025, doi: 10.33578/jpfkip.v14i3.p316-327.

C. Jongsma and T. Clark, “Analyzing unique-matching games using elementary mathematics,” Math Teach. Circ. Netw., pp. 1–8, 2016, [Online]. Available: https://digitalcollections.dordt.edu/faculty_work/590%0AThis

F. Nursafitri, I. Sarifah, and I. Imaningtyas, “Pengaruh metode bermain dalam pembelajran matematika,” J. Basicedu, vol. 7, no. 3, pp. 1807–1815, 2023, doi: 10.31004/basicedu.v7i3.5454.

A. C. Muliani, S. Sirwanti, and N. Paronda, “Pengenalan pembelajaran matematika berbasis permainan tradisional maddanda dan asistensi mengajar di SDN 65 Tampo,” Idea Pengabdi. Masy., vol. 5, no. 01, pp. 112–118, 2024, doi: 10.53690/ipm.v5i01.371.

F. Fatimatuszahro, H. Hanifah, L. Hermawanti, S. Wahyuni, and R. Rasilah, “The effect of traditional Congklak game method on students’ learning outcomes in learning mathematics in elementary schools,” J. Math. Instr. Soc. Res. Opin., vol. 4, no. 1, pp. 19–34, 2024, doi: 10.58421/misro.v4i1.275.

A. H. Rahayu, A. Widodo, U. S. Saud, and Muslim, “Transforming TPACK of elementary school teachers: The role of training based on collaboration, practice, and reflection,” Prim. J. Pendidik. Guru Sekol. Dasar, vol. 14, no. 1, pp. 59–70, 2025.

M. Ali, “Permainan Panbilbul meningkatkan kemampuan operasi hitung bilangan bulat,” Primatika J. Pendidik. Mat., vol. 12, no. 1, pp. 71–78, 2023, doi: 10.30872/primatika.v12i1.1134.

E. Harianti, S. M. Amin, and T. Y. E. Siswono, “Pembelajaran Operasi Hitung Bilangan Bulat Melalui Permainan Go Back Through the Door (Gobak Sodor) dan Prblem Posing untuk Meningkatkan Pemahaman Siswa Kelas IV MI Nurul Jannah Sawaran Lor,” J. Rev. Pendidik. Dasar J. Kaji. Pendidik. dan Has. Penelit., vol. 3, no. 3, pp. 1–10, 2017.

J. W. Creswell and J. D. Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 5th ed. United States of America: SAGE Publications, Inc, 2018.

M. A. Adijaya, I. W. Widiana, I. G. L. Agung, and I. G. W. Suwela, “Bloom’s Taxonomy Revision-Oriented Learning Activities to Improve Procedural Capabilities and Learning Outcomes,” Int. J. Educ. Methodol., vol. 9, no. 1, pp. 261–270, 2023, doi: https://doi.org/10.12973/ijem.9.1.261.

E. Ningsih, R. D. Anggraini, and K. Kartini, “Penerapan Model Problem Based Learning untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis Siswa Kelas VII-E SMP Negeri 23 Pekanbaru,” J. Cendekia J. Pendidik. Mat., vol. 7, no. 3, pp. 2250–2260, 2023, doi: 10.31004/cendekia.v7i3.2647.

E. N. Putri and I. Nurmawanti, “Media Koin Bermuatan Untuk Meningkatkan Pemahaman Konsep Operasi Hitung Bilangan Bulat Pada Siswa Sekolah Dasar,” J. Educ., vol. 9, no. 4, pp. 2022–2027, 2023, doi: 10.31949/educatio.v9i4.5973.

M. Zulva, M. Turmuzi, and H. H. Saputra, “Pengaruh Model Problem Based Learning (PBL) Berbantuan Media Si Bula (Stik Bilangan Bulat) Terhadap Hasil Belajar Matematika Siswa SD Kelas IV SDN 18 Cakranegara Tahun Ajaran 2021/2022,” J. Ilm. Profesi Pendidik., vol. 7, no. 2c, pp. 812–820, 2022, doi: 10.29303/jipp.v7i2c.627.

C. R. Repuya et al., “Integrating traditional games (TG) in mathematics to enhance students’ conceptual understanding, social skills, and attitudes,” Particip. Educ. Res., vol. 12, no. 4, pp. 62–81, 2025, doi: 10.17275/per.25.49.12.4.

A. Fernández-Oliveras, M. J. Espigares-Gámez, and M. L. Oliveras, “Implementation of a playful microproject based on traditional games for working on mathematical and scientific content,” Educ. Sci., vol. 11, no. 10, pp. 1–24, 2021, doi: 10.3390/educsci11100624.

R. B. Toma, I. Yánez-Pérez, and J. Á. Meneses-Villagrá, “Towards a socio-constructivist didactic model for integrated STEM education,” Interchange, vol. 55, no. 1, pp. 75–91, 2024, doi: 10.1007/s10780-024-09513-2.

W. E. Samuels, “Classroom constructivism inventory: Informing teaching practices,” J. Curric. Teach., vol. 13, no. 5, pp. 405–412, 2024, doi: 10.5430/jct.v13n5p405.

F. Fitriani and Maemonah, “Primary : Jurnal Pendidikan the Development of Vygotsky ’ S Theory and Its Implications in Mathematics Learning At Mis Rajadesa Ciamis,” Prim. J. Pendidik. Guru Sekol. Dasar, vol. 11, no. 1, pp. 35–41, 2022, doi: http://dx.doi.org/10.33578/jpfkip.v11i1.8398.

S. Ndiung, A. Helmon, and F. Nendi, “Increasing Learning Activeness and Outcomes in Fractions Multiplication among the Fifth Graders of Elementary Peningkatan Keaktifan dan Hasil Belajar Perkalian Pecahan Peserta Didik Kelas V Sekolah Dasar,” Elem. J. Ilm. Pendidik. Dasar, vol. 7, no. 1, pp. 41–54, 2021, doi: 10.32332/ejipd.v7i1.3049.

B. H. Subba, S. Chanunan, and W. Poonpaiboonpipat, “A proposed constructivism-based instructional model to enhance metacognition and mathematical problem-solving skills in Bhutanese grade nine students,” J. Math. Educ., vol. 16, no. 1, pp. 51–72, 2025, doi: 10.22342/jme.v16i1.pp51-72.

C. Lightfoot, U. Müller, and C. Rodríguez, “Conceptual commitments of constructivism in an age when truth matters,” Hum. Dev., vol. 66, no. 4–5, pp. 229–238, 2022, doi: 10.1159/000526400.

E. Liat and M. Hayak, “The integration of digital games into teaching and learning—A unique constructivist framework,” Br. J. Educ. Technol., vol. 56, no. 5, pp. 1–22, 2025, doi: 10.1111/bjet.13555.

M. Stephan and D. Akyuz, “Semiotics from a Social Constructivist Perspective.,” Int. J. Sci. Math. Educ., vol. 20, no. 7, pp. 1–21, 2022, doi: 10.1007/s10763-021-10212-y.

N. Siregar, U. Islam, N. Syekh, A. Hasan, and A. Addary, “Belajar Matematika yang Menyenangkan Melalui Metode Permainan Sebagai Alternatif Pembelajaran di Sekolah Dasar,” J. Islam. Sci. Educ. Res., vol. 01, no. 02, pp. 56–62, 2024.

Y. Jiang, N. Xu, S. Xu, and S. Wang, “The Enlightenment of Piaget’s Theory to Chinese Primary School Education,” Proc. 2022 3rd Int. Conf. Ment. Heal. Educ. Hum. Dev. (MHEHD 2022), vol. 670, no. Mhehd, pp. 878–882, 2022, doi: 10.2991/assehr.k.220704.158.

Z. H. Babakr, P. Mohamedamin, and K. Kakamad, “Piaget’s Cognitive Developmental Theory: Critical Review,” Asian Inst. Res. Educ. Q. Rev., vol. 2, no. 3, pp. 517–524, 2019, doi: 10.31014/aior.1993.02.03.84.

Y. Wildaniati, “Pembelajaran Matematika Operasi Hitung Bilangan Bulat dengan Alat Peraga,” Elem. J. Ilm. Pendidik. Dasar, vol. 1, no. 1, pp. 33–40, 2015.

S. Rohaendi and N. I. Laelasari, “Penerapan Teori Piaget dan Vygotsky Ruang Lingkup Bilangan dan Aljabar pada Siswa Mts Plus Karangwangi,” Prisma, vol. 9, no. 1, pp. 65–76, 2020.

N. H. Matiso, “Optimising culturally responsive pedagogies in multicultural English second language classrooms,” Int. J. Learn. Teach. Educ. Res., vol. 23, no. 11, pp. 384–401, 2024, doi: 10.26803/ijlter.23.11.20.

E. Salani, G. G. Salani, M. F. Kgotlaetsile, and W. B. Maundeni, “Teachers’ perspectives on the challenges of implementing Vygotsky’s social constructivist outcome-based assessment in secondary schools in Botswana,” Int. J. Learn. Teach. Educ. Res., vol. 24, no. 4, pp. 545–567, 2025, doi: 10.26803/ijlter.24.4.25.

S. Wibowo, M. N. Wangid, and F. M. Firdaus, “The relevance of Vygotsky’s constructivism learning theory with the differentiated learning primary schools,” J. Educ. Learn., vol. 19, no. 1, pp. 431–440, 2025, doi: 10.11591/edulearn.v19i1.21197.