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All Journal Journal of Instructional Mathematics
Angre Andes Thofan
Universitas Palangka Raya
Education Mathematics

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An Analysis of Students’ Needs for Educational Games in Mathematics Learning Dina Septiyana; Glenda Loisa Katrin; Angre Andes Thofan; Putri Sasalia S.
Journal of Instructional Mathematics Vol. 7 No. 1 (2026): Digital Media and Critical Thinking in Mathematics Learning
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v7i1.2604

Abstract

The persistent gap between conventional mathematics instruction and students' digital-era learning needs demands a fundamental reimagining of instructional media in junior high schools. This study used students perceptions as data, including the effectiveness of current mathematics learning, the level of technology use, and the obstacles they experienced while learning mathematics at junior high schools in Palangka Raya City. Data were collected through a needs questionnaire that focused on learning motivation, the availability of learning media, and students’ views on the use of games as learning aids. The analysis showed that most students needed learning media that were more engaging, interactive, and able to help them visualize mathematical concepts more clearly. Further findings indicated that students’ difficulties in understanding mathematical concepts were related to the teaching methods used by teachers and the limited use of digital learning media in the classroom. Integrating educational games could provide visual, contextual, and interactive experiences to support deeper understanding. These results strengthen the evidence that game-based learning can increase student engagement and encourage a more meaningful learning process. Addressing students' learning needs through digital instructional media, particularly educational games, is fundamental to advancing meaningful mathematics learning in secondary education.
GeoGebra AR in Mathematics Learning: Students’ Perceptions from Indonesian Junior High Schools Angre Andes Thofan; Putri Sasalia S.; Loy Cindy Br Milala
Journal of Instructional Mathematics Vol. 6 No. 2 (2025): Innovative Approaches to Mathematical Understanding and Literacy
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v6i2.2603

Abstract

It is becoming more and more necessary for educational practices to use digital technologies that can facilitate efficient and meaningful learning in the age of rapid technology advancement. Digital technology is crucial in mathematics education because it helps pupils envision and comprehend abstract ideas that are frequently challenging to learn through traditional teaching methods. The purpose of this study is to examine students’ views on the use of GeoGebra Augmented Reality (AR) in mathematics classes at public junior high schools in Palangka Raya. Twenty questions covering five areas—knowledge and awareness, usefulness and application, obstacles and restrictions, support and facilities, and interest and attitude—were answered by 248 students using a survey method with a descriptive quantitative approach. The findings indicate that students’ overall perceptions of GeoGebra AR are high, especially regarding its usefulness, their interest in it, and the support from their schools. They still have to deal with issues like device availability and restricted internet access, though. In conclusion, GeoGebra AR has great potential as an innovative learning tool to boost students’ motivation and understanding of math, in line with the Merdeka Curriculum.
Co-Authors Dina Septiyana Glenda Loisa Katrin Loy Cindy Br Milala Putri Sasalia S.