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All Journal AKSIOMA: Jurnal Program Studi Pendidikan Matematika Edumatsains JURNAL EDUCATION AND DEVELOPMENT Jurnal Cendekia : Jurnal Pendidikan Matematika Didaktika: Jurnal Kependidikan Edu Cendikia: Jurnal Ilmiah Kependidikan
Eva Julyanti
Universitas Labuhanbatu
Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Journal : Edumatsains

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Analysis of the Mathematical Concept Understanding Ability of VII Grade Junior High School Students Tuti Alawiyah Prastiwi Damanik; Eva Julyanti; Laili Habibah Pasaribu
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 9 No 2 (2025): January
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v9i2.6397

Abstract

This study aims to analyze the mathematical concept understanding ability of seventh grade students at SMP Swasta Bhayangkari 3 Rantauprapat regarding the topic of two-dimensional quadrilaterals. The assessment of concept understanding focuses on determining the extent of students' abilities in solving problems related to mathematical concepts, using the following indicators: Understanding mathematical concepts includes the ability to define a concept both verbally and in writing, group objects based on certain properties, provide examples and counter-examples of a concept, present the concept in various forms of representation, and apply concepts or algorithms to solve problems. The research method used is descriptive qualitative, involving 24 students as research subjects. Data were collected through a concept understanding test consisting of 5 questions related to two-dimensional quadrilaterals. The results indicate that 8 students, or 33.3%, are categorized as having high understanding, 12 students, or 50%, are in the moderate category, and 4 students, or 16.6%, fall into the low category. Thus, the mathematical concept understanding ability of the students is considered to be quite good. The research results show that students' understanding of mathematical concepts still needs to be improved, especially in the ability to explain concepts, clarify the nature of objects, and present concepts in various representations.
The Effect of Gamification-Based Educational Games on Improving Students’ Motivation and Quality of Mathematics Learning in Junior High School Anggi Virlanda; Eva Julyanti; Sakinah Ubudiyah Siregar
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 3 (2026): January
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i3.7854

Abstract

Gamification-based learning has been increasingly applied as an instructional strategy to enhance students’ engagement in mathematics learning. This study aimed to describe students’ learning motivation and learning quality after the implementation of gamification-based educational games in junior high school mathematics learning. A descriptive quantitative approach was employed involving seventh-grade students at MTs Amalianur Pematang Seleng. Data were collected using a learning motivation questionnaire and mathematics learning tasks integrated into gamification platforms, namely Quizizz and Kahoot. The data were analyzed using descriptive statistics, including mean scores, score distribution, and categorical interpretation. The results indicate that students’ learning motivation tends to fall within the high category, characterized by increased enthusiasm, active participation, and positive attitudes toward mathematics learning. In addition, students’ learning quality also demonstrates a positive tendency, as reflected in their ability to understand and solve mathematical problems presented through gamified learning activities. Overall, the findings suggest that gamification-based educational games can serve as a supportive instructional approach to foster students’ motivation and learning quality in mathematics classrooms. However, the results are limited to descriptive interpretation and do not imply causal relationships.   Keywords: Gamification, Learning Motivation, Learning Quality, Mathematics
Co-Authors Anggi Virlanda Hotna Sarida Harahap Junita . Laili Habibah Pasaribu Lily Rohanita Hasibuan Marlina Siregar Nur Khilal Zahra Siregar Rahmi Nazliah Rosmidah Hasibuan Siregar, Sakinah Ubudiyah Siti Suharni Simamora Tata Suhita Pramesty Tuti Alawiyah Prastiwi Damanik Yossi Lucky