<![CDATA[Penelitian ini bertujuan menganalisis pengaruh penerapan model Collaborative Game Based Learning (CGBL) berbantuan Mystery Box Challenge terhadap kemampuan pemahaman konsep matematika peserta didik kelas III sekolah dasar pada materi penyusunan data dalam tabel. Penelitian menggunakan pendekatan kuantitatif dengan metode quasi experiment dan desain nonequivalent control group. Subjek penelitian berjumlah 56 peserta didik yang terdiri atas 28 peserta didik kelas eksperimen dan 28 peserta didik kelas kontrol di SDN Batu Ampar 02, Jakarta Timur. Kelas eksperimen memperoleh pembelajaran menggunakan CGBL berbantuan permainan matematika Mystery Box Challenge: Data Detective, sedangkan kelas kontrol menggunakan model Direct Instruction. Instrumen penelitian berupa tes esai pemahaman konsep yang telah memenuhi kriteria valid dan reliabel. Analisis data dilakukan melalui uji Shapiro-Wilk, uji Levene, uji Mann-Whitney, serta analisis effect size. Dari hasil pengujian, terungkap bahwa terdapat variasi signifikan pada peningkatan pemahaman konsep matematika yang signifikan antara kedua kelompok dengan nilai Asymp. Sig. (2-tailed) sebesar 0,000 (< 0,05). Kelas eksperimen memperoleh mean rank sebesar 37,54, lebih tinggi dibandingkan kelas kontrol sebesar 19,46. Selain itu, diperoleh nilai effect size sebesar 0,554 yang termasuk kategori besar (large effect). Dengan demikian, model CGBL berbantuan permainan Mystery Box Challenge: Detektif Data terbukti memberikan pengaruh positif dan signifikan terhadap peningkatan pemahaman konsep matematika peserta didik sekolah dasar. This study investigated the effect of implementing Collaborative Game Based Learning (CGBL) model assisted by the Mystery Box Challenge game on elementary school students’ mathematical conceptual understanding in the topic of organizing data into tables. The study employed a quantitative approach using a quasi-experimental method with a nonequivalent control group design. The sample consisted of 56 third grade students, comprising 28 students in experimental class and 28 students in the control class at SDN Batu Ampar 02, east jakarta. The experimental group was taught using the CGBL model supported by the mathematics game Mystery Box Challenge: Data Detective, while the control group received instruction through the Direct Instruction model. Data were collected using a valid and reliable essay test measuring conceptual understanding. The data were analyzed using the Shapiro-Wilk test, Levene’s test, Mann-Whitney U test, and effect size analysis. The findings revealed a significant difference in the improvement of mathematical conceptual understanding between the two groups, with an Asymp. Sig. (2-tailed) value of 0,000 (< 0,05). The experimental group achieved a higher mean rank (37,54) than the control group (19,46). Furthermore, the effect size value of 0,554 indicated a large effect. Therefore, the CGBL model assisted by the Mystery Box Challenge: Data Detective game significantly and positively improved elementary students’ mathematical conceptual understanding. ]]>
Copyrights © 2026
