PENGARUH MODEL PEMBELAJARAN GAME BASED LEARNING (GBL) TIPE BATTLE MATH TERHADAP HASIL BELAJAR MATEMATIKA PESERTA DIDIK KELAS V SDN 49 KURANJI
Abstract
This study was motivated by the low mathematics learning outcomes of fifth-grade students at SDN 49 Kuranji. The Mid-Semester Summative Assessment showed that 54.76% of 42 students had not reached the Learning Objective Achievement Criteria (KKTP) of 75. The study aimed to determine whether the Game Based Learning (GBL) model of the Battle Math type had a significant effect on students’ mathematics learning outcomes. A quantitative approach with a quasi-experimental method and a Nonequivalent Posttest-Only Control Group Design was used. Saturated sampling covered all fifth-grade students, who were divided into an experimental class (19 students) taught with Battle Math and a control class (21 students) taught conventionally. The material was fraction addition and subtraction, delivered in two meetings. Data were collected with a multiple-choice posttest whose validity, reliability, difficulty level, and discriminating power had been tested (17 of 20 items were valid; reliability = 0.920). The data were analyzed with the Shapiro-Wilk normality test, Levene’s homogeneity test, and an Independent Samples t-Test in IBM SPSS Statistics. Both groups were normally distributed (Sig. 0.809 and 0.746) and homogeneous (Sig. 0.342). The t-test produced a t-value of 4.831, which is greater than the t-table value of 2.021, with a Sig. (2-tailed) of 0.000 < 0.05, so H0 was rejected and H1 was accepted. It is concluded that the Battle Math GBL model has a significant effect on students’ mathematics learning outcomes. The model can be considered an alternative for creating more active, engaging, and meaningful mathematics learning in elementary schools.
Keywords: Game Based Learning, Battle Math, Learning Outcomes, Mathematics, Elementary School
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