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All Journal Journal Corner of Education, Linguistics, and Literature
Putri Rahayu
Universitas Indonesia Mandiri, Lampung Selatan, Indonesia
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Application of Gamification to Elementary School Students’ Understanding of Mathematical Concepts Dinda Tri Anggraini; Wiwin Rita Sari; Putri Rahayu; Adelina Anum; Ahmad Naufa Assafiq
Journal Corner of Education, Linguistics, and Literature Vol. 6 No. 1 (2026): August
Publisher : CV. Tripe Konsultan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54012/jcell.v6i1.798

Abstract

The low level of Mathematical concept understanding among elementary school students remains a problem influenced by the use of teaching methods that tend to be conventional. This study aims to analyze the effect of gamification on the Mathematical concept understanding of third-grade elementary school students. This study used a quantitative approach with a pre-experimental method through a One-Group Pretest-Posttest Design. The research subjects were 21 third-grade elementary school students. Data were collected through tests and documentation. The research instruments included pretest and posttest questionnaires. The data were analyzed using descriptive analysis and a statistical test specifically, a paired-sample t-test to determine the effect of gamification on students’ conceptual understanding. The implementation of gamification elements such as experience points, badges, levels, challenges, and rewards was able to create a more enjoyable and interactive learning environment. The results showed that the average pretest score increased from 66.29 to 81.62 in the posttest, indicating that the application of gamification improved the understanding of Mathematics concepts. The results of the Paired Sample t-Test obtained a significance value of <0.001 meaning the sig value <0.05, thus indicating that there was a statistically significant difference between the pre-test and post-test scores. These findings confirm that the implementation of gamified learning had a significant positive effect on improving the mathematical conceptual understanding of third-grade elementary school students.
Co-Authors Adelina Anum Ahmad Naufa Assafiq Dinda Tri Anggraini Wiwin Rita Sari