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Imelda Nababan
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Implementation of Chromebook-Based Digital Gamification in Mathematics Learning to Improve Motivation, Engagement and Critical Thinking Skills of Students Agnes Fransisca Sagala; Imelda Nababan; Novi Tari Simbolon
Outline Journal of Education Vol. 5 No. 2 (2026)
Publisher : Outline Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61730/hwthxn58

Abstract

This study aimed to analyze the implementation of Chromebook-based digital gamification in mathematics learning to improve students' motivation, engagement, and critical thinking skills. The study employed a quantitative approach using a quasi-experimental method with a Nonequivalent Control Group Design. The participants consisted of 50 seventh-grade students at SMP Nanyang Zhi Hui Medan in the 2025/2026 academic year, comprising 25 students in the experimental group and 25 students in the control group. The experimental group received mathematics learning using Chromebook-based digital gamification through Quizizz, Blooket, and Gimkit, while the control group received conventional mathematics learning. Data were collected using critical thinking tests, learning motivation questionnaires, and student engagement questionnaires. Based on the simulated research data, the experimental group obtained a higher posttest mean score of 82.64 for critical thinking than the control group, which obtained 73.16. The average motivation score of the experimental group increased to 84.72, while the control group obtained 76.08. Student engagement in the experimental group reached 86.20, while the control group obtained 74.96. The simulated independent sample t-test for critical thinking resulted in Sig. (2-tailed) = 0.003 < 0.05, indicating a significant difference between the two groups. These findings indicate that Chromebook-based digital gamification has the potential to create more interactive mathematics learning and support students' motivation, engagement, and critical thinking development.
The Implementation of Problem-Based Learning Model to Improve Junior High School Students' Mathematical Problem-Solving Ability Novi Tari Simbolon; Imelda Nababan; Agnes Fransisca Sagala
Outline Journal of Education Vol. 5 No. 2 (2026)
Publisher : Outline Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61730/dzxdzv95

Abstract

Junior high school students' mathematical problem-solving ability in Indonesia remains relatively low, partly because conventional, teacher-centered instruction rarely gives students the opportunity to construct their own understanding through real, contextual problems. This study aimed to examine the effect of the Problem-Based Learning (PBL) model on students' mathematical problem-solving ability compared to conventional learning. A quasi-experimental design with a nonequivalent control group was employed, involving 64 eighth-grade students from a public junior high school, divided into an experimental class that received PBL and a control class that received conventional learning. Data were collected using a validated mathematical problem-solving test administered as a pretest and posttest, then analyzed using an independent samples t-test after normality and homogeneity assumptions were satisfied. The results showed that the average posttest score of the experimental class (78.6) was significantly higher than that of the control class (61.4), with a t-value of 6.42 and a significance value of 0.000 (p < 0.05). The N-gain analysis further indicated that the increase in problem-solving ability in the experimental class fell into the moderate-to-high category, whereas the control class remained in the low-to-moderate category. These findings indicate that the implementation of Problem-Based Learning effectively improves junior high school students' mathematical problem-solving ability, particularly in the aspects of understanding the problem, devising a strategy, and evaluating the solution. Teachers are encouraged to consider PBL as an alternative learning model to develop students' higher-order thinking skills in mathematics.
Enhancing the Mathematical Creative Thinking Skills of Students at SD Bethany Medan through Outdoor Mathematics Learning Assisted by MathCityMap Imelda Nababan; Novi Tari Simbolon; Agnes Fransisca Sagala
Outline Journal of Education Vol. 5 No. 2 (2026)
Publisher : Outline Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61730/dqd1mb95

Abstract

Mathematical creative thinking is an essential competence that needs to be developed from elementary school because students are expected to generate ideas, use various strategies, and develop innovative solutions to mathematical problems. However, mathematics learning is still frequently conducted through routine classroom activities that provide limited opportunities for students to explore mathematical concepts in real contexts. This study aimed to analyze the effectiveness of Outdoor Mathematics Learning assisted by MathCityMap in improving elementary students' mathematical creative thinking skills. The study employed a quantitative approach using a quasi-experimental method with a Nonequivalent Control Group Design. The participants consisted of 45 fifth-grade students at SD Bethany Medan, comprising 25 students in the experimental group and 20 students in the control group. Data were collected using a mathematical creative thinking test covering fluency, flexibility, originality, and elaboration. The data were analyzed using descriptive statistics, prerequisite tests, independent sample t-test, and N-Gain analysis. The results showed that the experimental group obtained a higher posttest mean score of 84.73 than the control group, which obtained 72.15. The independent sample t-test resulted in Sig. (2-tailed) = 0.000 < 0.05, indicating a significant difference between the two groups. The N-Gain analysis also showed that the experimental group achieved a high category, while the control group achieved a moderate category. These findings indicated that Outdoor Mathematics Learning assisted by MathCityMap was effective in improving students' mathematical creative thinking skills by integrating real-world contexts, mathematical exploration, collaboration, and digital technology.
Co-Authors Agnes Fransisca Sagala Agnes Fransisca Sagala Novi Tari Simbolon