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All Journal PANDU: Jurnal Pendidikan Anak dan Pendidikan Umum JOAPE
Belda Nurmultiefa
Universitas Islam Darussalam, Ciamis, Indonesia
Education

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The Application of a Gamification Approach to Enhance Motivation in Learning Mathematics Among Fourth-Grade Elementary School Students Belda Nurmultiefa; Daryaman; Dean Monika; Dhea Dwi Rahmawati; Ega Ariswati
Journal of Asian Primary Education (JoAPE) Vol. 3 No. 1 (2026): Journal of Asian Primary Education (JOAPE)
Publisher : CV Kalimasada Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59966/joape.v3i1.2714

Abstract

Learning motivation is a crucial factor that determines the success of mathematics learning at the elementary school level. However, low motivation remains a persistent challenge, particularly in schools with limited access to digital technology. This study aims to analyze the effectiveness of the gamification approach in improving mathematics learning motivation among Grade IV students at SD Negeri 2 Mekarmukti. Grounded in Self-Determination Theory (Deci & Ryan, 2000), which posits that intrinsic motivation develops through the fulfillment of three basic psychological needs (competence, autonomy, and relatedness), this study employed a Classroom Action Research (CAR) design following the Kemmis and McTaggart model across two cycles. Subjects were 25 Grade IV students during the even semester of the 2025/2026 academic year. Data were collected via observation sheets, a 45-item learning motivation questionnaire (1-5 Likert scale), and documentation, then analyzed using descriptive quantitative techniques. Findings show that the mean motivation score increased from 26.80 (pre-cycle) to 32.12 (Cycle I) and 35.36 (Cycle II), while the proportion of students in the highly active category rose from 32% to 64% and ultimately to 92%, surpassing the 85% success threshold. The most effective gamification elements were structured group challenges with clear rules (Mystery Card Quest and Flashcard Sprint), point systems, and reward mechanisms. This study demonstrates that non-digital, activity-based gamification is an accessible and effective strategy for elementary school teachers in resource-constrained settings.
PROJECT BASED LEARNING PADA MATERI PENYAJIAN DATA: PENELITIAN TINDAKAN KELAS DI SEKOLAH DASAR Belda Nurmultiefa; Daryaman; Fitrya Ulfah; Aroh; Luthfi Mustika Pangestu; Vina Haerina; Ega Taufik Nurseha
PANDU : Jurnal Pendidikan Anak dan Pendidikan Umum Vol 3 No 3 (2025): AGUSTUS
Publisher : CV. Kalimasada Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59966/pandu.v3i3.2790

Abstract

Data presentation in primary school is an abstract topic often taught through lecturing, leading students to memorise procedures without conceptual understanding. This study describes the implementation of Project Based Learning (PjBL) on data presentation and analyses changes in the learning outcomes of grade V students at SDN 3 Tanjungsari, Rajadesa, Ciamis. This classroom action research followed John Elliot's model in two cycles with eight students, using a dice-making project for tally and frequency in Cycle I and a ball-throwing project on a cup pyramid for pictograms in Cycle II. Data were collected through end-of-cycle tests, process observation, and reflective notes, then analysed using comparative descriptive analysis. The class mean rose from 87.50 to 88.75 and classical mastery from 87.50% to 100%. Score decomposition reveals that the rise in the class mean derives entirely from one initially non-mastering student (50 to 90), while the mean of the other seven students declined by 4.29 points. The main contribution of PjBL here is therefore the equalisation of mastery rather than mean improvement, so effectiveness claims must be limited to small classes with high initial attainment.
METODE JARIMATIKA PADA MATERI PENGURANGAN: PENELITIAN TINDAKAN KELAS DI SEKOLAH DASAR Belda Nurmultiefa; Daryaman; Apriani Wahidah; Sri Wulan Dari; Syifa Aulia; Syifa Safitri Fazriatutsaniah
PANDU : Jurnal Pendidikan Anak dan Pendidikan Umum Vol 4 No 3 (2026): AGUSTUS
Publisher : CV. Kalimasada Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59966/pandu.v4i3.2801

Abstract

Subtraction is one of the mathematics topics that frequently troubles early-grade students because it is taught abstractly without concrete aids. This study aims to describe the implementation of the Jarimatika method on subtraction and to analyse changes in the learning outcomes and learning activity of grade II students at SDN 5 Imbanagara Raya, Ciamis. This classroom action research followed Kurt Lewin's model across three cycles with nineteen students through planning, action, observation, and reflection. Data were collected through achievement tests, observation sheets on lesson planning and instructional delivery, and documentation, then analysed using comparative descriptive analysis. The findings show that the teacher's ability to plan and deliver instruction improved from cycle to cycle, and students became more active and directly involved in finger-based counting activities. Analysis of the students' initial attainment indicates that this class was operating under a ceiling effect, so the contribution of the action is more accurately read as strengthening process quality and supporting the group still below the mastery threshold, rather than raising whole-class attainment.
Co-Authors Apriani Wahidah Aroh Daryaman Daryaman Daryaman Dean Monika Dhea Dwi Rahmawati Ega Ariswati Ega Taufik Nurseha Fitrya Ulfah Luthfi Mustika Pangestu Sri Wulan Dari Syifa Aulia Syifa Safitri Fazriatutsaniah Vina Haerina