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All Journal PRISMA SJME (Supremum Journal of Mathematics Education) JUDIKA (JURNAL PENDIDIKAN UNSIKA) BIORMATIKA : JURNAL ILMIAH FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN JPMI (Jurnal Pembelajaran Matematika Inovatif) Jurnal Educatio FKIP UNMA Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika MATH-EDU: Jurnal Ilmu Pendidikan Matematika Jurnal Locus Penelitian dan Pengabdian Jurnal Didactical Mathematics Prosiding Sesiomadika Radian Journal: Research and Review in mathematics Education J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat) Jurnal Pengabdian Pada Masyarakat Eduma : Mathematics Education Learning and Teaching
Iyan Rosita Dewi Nur
Universitas Singaperbangsa Karawang
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Improving Student Motivation in Mathematics Learning Thro Eni Suheni; Indrie Noor Aini; Rika Mulyati Mustika, S.; Iyan Rosita Dewi Nur
Jurnal Locus Penelitian dan Pengabdian Vol. 5 No. 5 (2026): JURNAL LOCUS: Penelitian dan Pengabdian
Publisher : Riviera Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58344/locus.v5i5.5677

Abstract

This study aims to analyze the effectiveness of gamification approaches integrated with Problem-Based Learning (PBL) in increasing students' learning motivation in mathematics learning. Low motivation to learn mathematics is a common problem in Indonesia, as evidenced by the results of PISA 2022 which shows that Indonesia's mathematics score only reaches 379 out of the OECD average score of 487. This study uses a quasi-experimental method with pretest-posttest control group design with the research subjects of 60 high school students in class X who are divided into experimental and control groups. The research instruments included a mathematics learning motivation questionnaire, a mathematical problem-solving ability test, an observation sheet, and an interview guideline. The results showed that the integration of gamification with PBL significantly increased students' learning motivation with an N-Gain of 0.68 (medium category), created a more interactive and enjoyable learning experience, and helped students understand mathematical concepts more deeply through contextual problem-solving. Gamification elements such as points, badges, levels, and leaderboards successfully create a competitive yet collaborative learning environment, while PBL encourages students to think critically and creatively in solving mathematical problems. Statistical tests showed significant differences (p < 0.05) between the experimental and control groups, indicating the effectiveness of this approach in increasing motivation to learn mathematics.
The 4D Model in Developing Nearpod-Based Interactive Media for Reflection Material Nuniek Noermala; Iyan Rosita Dewi Nur
PRISMA Vol. 15 No. 1 (2026): PRISMA
Publisher : Universitas Suryakancana

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Abstract

Mathematics plays an important role in developing logical, critical, creative, and systematic thinking skills, but it is often considered difficult and boring, requiring innovative learning media. One of the most challenging topics is reflection because of its abstract nature and the need for visualization skills. This study aims to develop interactive media based on Nearpod that is valid, practical, and effective. The method used is Research and Development (R&D) with the 4D model (Define, Design, Develop, Disseminate) and a one-group pretest–posttest design on 35 students in grade XI at Karawang State Senior High School 6, who were selected using purposive sampling. Data were obtained through validation questionnaires, practicality questionnaires, and learning outcome tests. The results showed that Nearpod media was rated as very feasible by media experts, with an overall average score of 3.90. It was also rated as very feasible by subject matter experts, with an overall average score of 3.80, and by students, with an overall average score of 3.85. In terms of practicality, it was categorized as highly feasible based on the results of the teacher questionnaire assessment with an overall average score of 3.60, while based on the student questionnaire assessment, it was categorized as feasible with an overall average score of 3.44. Thus, Nearpod is proven to be valid and practical for use in reflection material.
Comparative Study: Differences in Students' Geometric Reasoning Viewed from Van Hiele's Levels of Geometric Thinking Thiara Ayu Sheila; Rika Mulyati Mustika Sari; Rafiq Zulkarnaen; Iyan Rosita Dewi Nur
PRISMA Vol. 15 No. 1 (2026): PRISMA
Publisher : Universitas Suryakancana

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Abstract

This study aims to determine the differences in students' geometric reasoning in terms of Van Hiele's thinking levels in spatial geometry. This study used an ex post facto method with a quantitative approach. The population of this study was ninth-grade female students at SMP Negeri 2 Majalaya, with a sample of 86 students selected using simple random sampling. Data were obtained through diagnostic tests, geometric reasoning tests, and unstructured interviews with several samples. This study uses several inferential statistical tests such as normality tests, homogeneity tests, and ANOVA. The results of this study indicate that there are significant differences between the geometric reasoning abilities of students at level 0 and level 1, as well as between level 0 and level 2. The number of students classified as level 0 (visualization) is 69.77%; level 1 (analysis) is 24.42%; and level 2 (informal deduction) is 5.81%. No students were classified as level 3 or 4.
Co-Authors Agnia Ilmiananda Putri Anik Yuliani Annisa Nurjanah Arlya Kirana Cut Nuraini Darso Sugiono Deby Nurqamar Dina Julya Eni Suheni Firmansyah, Dani Haerudin Hamdanah Hamdanah Hanifah Nurus Sopiany Indira Novelia Nurinayah Indrie Noor Aini Ine Rahayu Purnamaningsih Kartini Kartini Kiki Nia sania Effendi Laelasari Laelasari Novianti Astuti Nuniek Noermala Nuniek Noermala Nurlaela Windiya Sari R. Euis Sulastri Rafiq Zulkarnaen Ratu Firdausi Rahman Rika Mulyati Mustika Sari Rika Mulyati Mustika, S. Salsa Rizkiana Shafira Aurelyasari Siti Badriyah Siti umayah Hopatuh Fatonah Thiara Ayu Sheila VARA NINA YULIAN