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All Journal Jurnal Didaktika Dwija Indria The Eastasouth Journal of Learning and Educations
Karsono Karsono
Universitas Sebelas Maret Surakarta
Education

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The Effect of Digital Gamified Learning on Fifth Graders’ Critical Thinking in Fraction Arithmetic: A Motivation-Based Moderation Study Widhia Purnawan; Karsono Karsono; Eka Budhi Santosa
The Eastasouth Journal of Learning and Educations Vol. 4 No. 02 (2026): The Eastasouth Journal of Learning and Educations (ESLE)
Publisher : Eastasouth Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/esle.v4i02.1075

Abstract

Elementary students’ limited critical thinking in fraction arithmetic remains a persistent concern, particularly when mathematics instruction emphasizes procedural computation rather than reasoning, justification, and evaluation. Digital gamified learning offers a promising alternative, yet its effectiveness may depend on students’ motivational characteristics. This research aimed to examine the effect of digital gamified learning on fifth graders’ critical thinking in fraction arithmetic and to determine whether learning motivation moderated this effect. A quantitative quasi-experimental design with a non-equivalent pretest–posttest control group and a 2 × 2 factorial structure was employed. The participants were 89 fifth-grade students from four public elementary schools in Cepogo District, Boyolali Regency, Central Java, Indonesia. The experimental group received digital gamified learning using Wayground, whereas the control group received PowerPoint-based instruction. Data were collected using a critical thinking test and a learning motivation questionnaire, both of which demonstrated acceptable validity and reliability. The results showed that students in the experimental group achieved a higher mean gain score than those in the control group. Factorial ANCOVA further revealed significant effects of instructional media, learning motivation, and their interaction on students’ posttest critical thinking scores. Students with high learning motivation benefited most from digital gamified learning, although low-motivation students also showed meaningful improvement. These findings imply that digital gamification can serve as an effective instructional strategy for enhancing mathematical critical thinking when it is pedagogically aligned with reasoning-based tasks, immediate feedback, and motivationally responsive learning support.
Implementasi pembelajaran tematik berbasis sistem dalam jaringan di kelas III sekolah dasar Lathifah Aulia Sari; Chumdari Chumdari; Karsono Karsono
Didaktika Dwija Indria Vol 9, No 5 (2021): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v9i6.49647

Abstract

This research aims to describe implementation of system-based thematic learning, in terms of supporting and inhibiting factors, efforts to optimize supporting factors, and overcoming inhibiting factors. This research was conducted at thrid grade SDN Tunggulsari II Laweyan Surakarta. This  research used descriptive qualitative methods. The subjects of this research were teachers, students, and parents. Data collection techniques were observation, interviews, and document study. Implementation of online system-based thematic learning to regard condition of students and parents considerations. In implementation there are supporting factors are interest in learning, maximum parental assistance, availability of mobile phones, internet quota, and a stable network. While the inhibiting factors are lazy to learn, less maximal parental assistance, limited cellphone facilities, internet quota limited, and unstable network. Efforts to optimize the supporting factors are motivation and data collection on the distribution of internet quota assistance on a regular basis. Efforts to overcome inhibiting factors are teacher motivation and assistance, between parents and students, as well as the role of the community. This research is important for improve learning during the Covid-19 pandemic.
Co-Authors Chumdari Chumdari Eka Budhi Santosa Lathifah Aulia Sari Widhia Purnawan