Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Mathema: Jurnal Pendidikan Matematika Examinations: Jurnal Pendidikan Guru Sekolah Dasar
Ade Dwi Oktaviani
Universitas Negeri Jakarta
Mathematics

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Systematic Literature Review: Implementation of Game-Based Learning (GBL) Model to Improve Students' Mathematical Creative Thinking Skills Ade Dwi Oktaviani; Meiliasari Meiliasari; Wardani Rahayu
Examinations: Jurnal Pendidikan Guru Sekolah Dasar Vol. 1 No. 2 (2025)
Publisher : Penerbit Presisi Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65118/exam.v2i1.15

Abstract

This study aims to analyze the implementation of the Game Based Learning (GBL) model in enhancing students’ mathematical creative thinking skills through a Systematic Literature Review (SLR) approach. A total of 100 articles were identified from Google Scholar and Publish or Perish, then screened through the stages of identification, screening, eligibility, and inclusion using the PRISMA guidelines. From this process, 15 articles met the eligibility criteria and were analyzed in depth. The review findings indicate that the GBL model consistently provides positive outcomes in improving students’ mathematical creative thinking abilities. Various game-based media—such as Wordwall, quiz games, board games, digital games, and Construct 2–PhET Simulation-based applications—were proven effective in encouraging students to generate flexible and original ideas, enhance problem-solving skills, and strengthen conceptual understanding in mathematics. Beyond the cognitive domain, GBL also influences the affective and psychomotor domains by improving motivation, learning engagement, and students’ motor coordination. However, the effectiveness of GBL depends on the quality of game design, alignment with the curriculum, availability of technological facilities, and teachers’ competence in managing the learning process. Overall, this study concludes that GBL is an innovative instructional model that effectively supports the development of students’ mathematical creative thinking skills. With sufficient media resources, technological support, and well-prepared teachers, GBL holds strong potential to be optimized as a learning strategy across various educational levels.
Meta-Analysis : The Influence of the Game Based Learning (GBL) Model On Students' Mathematics Learning Outcomes Ade Dwi Oktaviani; Meiliasari; Wardani Rahayu; Makmuri; Tian Abdul Aziz
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 8 No. 2 (2026): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v8i2.2388

Abstract

Mathematics learning outcomes remain a challenge across various educational levels, highlighting the need for instructional approaches that enhance student engagement and understanding. One of the widely implemented approaches is Game Based Learning (GBL). This study aimed to examine the overall effect of GBL on students’ mathematics learning outcomes and to identify differences in effect sizes based on game type, sample size, and educational level through a meta-analysis approach. The study employed a meta-analysis method following the PRISMA guidelines. A total of 25 primary studies published between 2019 and 2026 that met the inclusion criteria were analyzed using JASP software. Effect sizes were calculated using Hedges’ g and synthesized through a random-effects model. The results revealed that GBL had a very large positive effect on mathematics learning outcomes, with a pooled effect size of 2.184 (95% CI [1.101, 3.268]; p < 0.001). Heterogeneity analysis indicated substantial variation among studies (Q = 1129.72; I² = 98.89%), leading to moderator analyses. The findings showed that game type (F = 0.1125; p = 0.740) and sample size (F = 0.073; p = 0.930) were not significant moderators of effect size variation. In contrast, educational level was found to be a significant moderator (F = 4.563; p = 0.009), with the largest effect size observed at the higher education level (g = 10.630). Publication bias analyses using Funnel Plot, Fail-Safe N (9076), and Trim and Fill indicated that the meta-analytic findings were highly robust and minimally affected by publication bias. These findings suggest that Game Based Learning is an effective instructional approach for improving students’ mathematics learning outcomes across different educational levels.
Co-Authors Makmuri Meiliasari Tian Abdul Aziz Wardani Rahayu Wardani Rahayu