The Effect of Gamification Method on Mathematics toward Students Achievement of Fifth-Grade in Elementary Students
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Abstract
The use of gamification in elementary mathematics instruction requires further examination to clarify its contribution to student achievement. This study examined the effect of gamification on the mathematics achievement of fifth-grade students at SD Negeri 7 Salotungo, Soppeng Regency. A quantitative approach was employed using a quasi-experimental nonequivalent control group design. Participants comprised 25 students from Class V.A as the experimental group and 23 students from Class V.B as the control group. Data were collected using an achievement test and analyzed through descriptive statistics and an independent-samples t-test. Descriptive results showed that the experimental group’s mean achievement score increased from 48.2 before the intervention to 76.4 after its implementation. The independent-samples t-test indicated a statistically significant difference between the groups (two-tailed p = .011). These findings suggest that gamification has potential to support mathematics achievement among fifth-grade students in this setting. The study contributes contextual evidence to research on gamification in elementary mathematics education and informs the consideration of interactive instructional strategies. Its practical implications concern the use of game mechanics, including points, levels, and leaderboards, to structure mathematics learning activities. Further research should investigate the long-term effects of gamified instruction and its application across other mathematical topics.
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