PENGARUH MODEL PEMBELAJARAN GAME BASED LEARNING BERBANTU EDUCAPLAY TERHADAP HASIL BELAJAR MATEMATIKA SISWA - Fitria Dwi Khaerunnisa; Muhammad Daut Siagian; Ekasatya Aldila Afriansyah (Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Melawi, 2026)
Abstrak: Penelitian ini bertujuan menguji perbedaan hasil belajar matematika antara siswa yang mengikuti Game Based Learning berbantuan Educaplay dan Teacher Centered Learning serta mengukur besar pengaruhnya. Penelitian menggunakan metode kuasi eksperimen dengan desain nonequivalent pretest-posttest control group. Sampel terdiri atas 82 siswa kelas VIII yang dipilih melalui purposive sampling, masing-masing 41 siswa pada kelas eksperimen dan kontrol. Instrumen berupa lima soal uraian materi peluang yang telah diuji validitas, reliabilitas, daya pembeda, dan tingkat kesukarannya. Data dianalisis melalui uji Shapiro-Wilk, Levene, independent-samples t-test, dan Cohen’s d. Rata-rata posttest kelas eksperimen mencapai 75,12, sedangkan kelas kontrol 60,66. Pengujian menghasilkan t(80) = 4,79, p < 0,001, dan selisih rata-rata 14,46. Nilai Cohen’s d sebesar 1,06 termasuk kategori tinggi. Hasil ini menunjukkan bahwa Game Based Learning berbantuan Educaplay menghasilkan perbedaan signifikan dengan pengaruh praktis yang besar terhadap hasil belajar materi peluang. Kata Kunci: Game Based Learning; Educaplay; hasil belajar matematika; kuasi eksperimen Abstract: This study examined differences in mathematics learning outcomes between students taught through Educaplay-assisted Game-Based Learning and Teacher-Centered Learning and measured the magnitude of the effect. A quasi-experimental method with a nonequivalent pretest-posttest control group design was used. The purposively selected sample comprised 82 eighth-grade students, with 41 students in each class. The instrument consisted of five essay items on probability that had been tested for validity, reliability, discrimination, and difficulty. Data were analyzed using the Shapiro-Wilk test, Levene’s test, an independent-samples t-test, and Cohen’s d. The experimental class achieved a posttest mean of 75.12, while the control class achieved 60.66. The analysis yielded t(80) = 4.79, p < .001, and a mean difference of 14.46. Cohen’s d was 1.06, indicating a large effect. These results show that Educaplay-assisted Game-Based Learning produced a significant difference and a large practical effect on probability learning outcomes. Keywords: Game-Based Learning; Educaplay; mathematics learning outcomes; quasi-experimental