Analisis Peningkatan Kemampuan Berpikir Kritis Matematis Siswa Kelas VI melalui Pembelajaran Gamifikasi pada Materi Pecahan
DOI:
https://doi.org/10.31851/1ffrzm25Keywords:
gamification, mathematical critical thinking, fractionsAbstract
In 21st-century education, mathematical critical thinking abilities are crucial, especially when it comes to fractions, which call for logical reasoning and conceptual comprehension. The purpose of this study is to examine changes and assess improvements in sixth-grade students' mathematical critical thinking abilities following the use of gamification. The study employed a one-group pretest-posttest pre-experimental design and a quantitative methodology. Thirty sixth-graders from SDN Sukun III Malang served as the subjects. A descriptive test based on Facione indicators interpretation, analysis, assessment, and inference was used as the study tool. Average scores, N-Gain computations, and paired sample t-tests were used to examine the data. The average N-Gain fell into the moderate range, according to the findings. The pretest and posttest scores differed significantly (p < 0.05), according to the t-test. While the other indicators had rises in the low to moderate categories, the interpretation indicator saw the largest increase. These results show that gamification learning enhances students' mathematical critical thinking abilities, but more work has to be done to increase the analytical and reflective components.
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