The Effect of the Use of Digital Gamification and Metacognitive Skills on Students’ Mathematics Solving Ability

Authors

  • Sigit Dwi Laksana Universitas Negeri Malang
  • Punaji Setyosari Universitas Negeri Malang
  • Henry Praherdhiono Universitas Negeri Malang
  • Dedi Kuswandi Universitas Negeri Malang
  • Dahlia Jannan Sultan Idris Education University

DOI:

https://doi.org/10.47750/pegegog.14.03.11%20

Keywords:

Gamification, Metacognitive, Education, Mathematics, Problem-Solving Skill

Abstract

Mathematics is one of the essential subjects for students because it focuses more on the ability to remember, memorize, and interpret. In addition, gamification in mathematics is excellent since it promotes critical and creative problem-solving and enhances children's metacognitive abilities. This experimental study investigates the impact of digital gamification and metacognitive skills on the mathematical problem-solving capabilities of primary school students. This type of research is quasi-experimental with a pretest-posttest control group design. The number of samples used was 108 students consisting of 55 students in the experimental class and 53 in the control class. The research data was collected with the MAI (Metacognitive Awareness Inventory) instrument for metacognitive skills and problem-solving tests. The data analysis technique used is Two Way Anova. This study yielded several findings. Among them, there are significant differences in students' solving abilities based on the application of gamification in learning. Second, there is a significant difference in students' problem-solving abilities based on metacognitive skills. In addition, there is an interaction between digital gamification and metacognitive skills on students' mathematical problem-solving abilities.

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Published

2024-04-05

How to Cite

Laksana, S. D., Setyosari , P., Henry Praherdhiono, Dedi Kuswandi, & Dahlia Jannan. (2024). The Effect of the Use of Digital Gamification and Metacognitive Skills on Students’ Mathematics Solving Ability. Pegem Journal of Education and Instruction, 14(3), 117–125. https://doi.org/10.47750/pegegog.14.03.11

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