MathQuest: A powerpoint-based problem-based learning game for mathematical problem-solving
DOI:
https://doi.org/10.58524/jasme.v4i2.455Keywords:
Game-Based Learning, Instructional Design, Interactive Learning, PowerPoint Games, Problem Based Learning (PBL)Abstract
Background: Despite the importance of mathematical problem-solving skills in academic and everyday contexts, many students struggle to master these skills due to the lack of engaging and effective instructional tools. Traditional teaching methods often fail to address these challenges, highlighting the need for innovative approaches that integrate interactive and motivating elements into the learning process.
Aims: This study aims to develop and validate a PowerPoint-based Problem-Based Learning (PBL) game, evaluate its practicality in classrooms, and assess its effectiveness in improving students' mathematical problem-solving skills and motivation.
Methods: Using the ADDIE model, this research involved 33 tenth-grade students selected through purposive sampling. Validation by two media experts, two content experts, and two language experts ensured high-quality game design.
Result: Expert validation results showed high scores for content (91 percent), media design (89 percent), and language clarity (92 percent), indicating strong validity. The game achieved a practicality score of 85 percent based on student usability feedback. Effectiveness was demonstrated through a significant improvement in students’ mathematical problem-solving skills, with average test scores increasing from 65 to 85 after using the game. Additionally, 70 percent of students reported heightened motivation and engagement in learning mathematics through this game.
Conclusion: The PBL-based PowerPoint game demonstrated strong validity, practicality, and effectiveness in addressing the needs of students and enhancing their mathematical skills. Key educational game elements identified include immediate feedback, question variety, and the ability to play in groups, making it a viable tool for classroom implementation.
References
Ahmed, I., & Mikail, M. (2022). Interactive instructor for a synergistic student-centered and personalized teaching: A biosocial approach. Education and Urban Society, 55, 996 - 1018.
Anggraini, F., Frima, A., & Valen, A. (2022). Pengembangan lembar kerja pada pembelajaran tematik berbasis kearifan lokal siswa sekolah dasar. Jurnal Basicedu, 6(2), 2883-2891.
Amin, A., Degeng, I., Setyosari, P., & Djatmika, E. (2021). The effectiveness of mobile blended problem-based learning on mathematical problem solving. Int. J. Interact. Mob. Technol., 15, 119-141.
Anggraeni, D. M., Prahani, B. K., Suprapto, N., Shofiyah, N., & Jatmiko, B. (2023a). Systematic review of problem-based learning research in fostering critical thinking skills. Thinking Skills and Creativity, 49, 101334.
Anggraeni, E., Kriswandani, K., Deswita, Y., & Robithoh, S. (2023b). Pengaruh model problem-based learning berbantuan powerpoint interaktif terintegrasi geogebra terhadap kemampuan pemecahan masalah matematis. Jurnal Lebesgue: Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika, 4(1), 432-445.
Anugerah, A. S., Husnah, A., Suryanti, S., Asmal, M., & Arsid, I. (2024). Profil kesalahan siswa dalam menyelesaikan masalah limit fungsi aljabar pada siswa sman 6 bone. ELIPS: Jurnal Pendidikan Matematika, 5(1), 89-98.
Asri, K., Saragih, D. A. S., Ainun, N., Fahmi, C. N., & Sulastri, R. (2024). Analisis kesalahan pemahaman konsep materi bentuk aljabar pada siswa kelas VII SMP Negeri 14 banda aceh. PERISAI: Jurnal Pendidikan dan Riset Ilmu Sains, 3(2), 256-267.
Bang, H. J., Li, L., & Flynn, K. (2023). Efficacy of an adaptive game-based math learning app to support personalized learning and improve early elementary school students’ learning. Early Childhood Education Journal, 51(4), 717-732.
Bruner, J. S. (1966). Toward a theory of instruction. Harvard University Press.
Burke, A., & Stewart, S. (2024). Learning problem solving to manage school-life challenges: The impact on student success in college. Active Learning in Higher Education, 25(2), 169-183.
Chang, C., Chung, C., & Chang, J. (2020). Influence of problem-based learning games on effective computer programming learning in higher education. Educational Technology Research and Development, 68, 2651-2634.
Cho, M., & Castañeda, D. (2019). Motivational and affective engagement in learning Spanish with a mobile application. System, 81, 90-99.
de-Marcos, L., Domínguez, A., Saenz-de-Navarrete, J., & Pagés, C. (2014). An empirical study comparing gamification and social networking on e-learning. Computers & Education, 75, 82–91.
El Chidtian, A. S. C. R., & Renzina, Y. D. (2024). Analisis tipografi pada poster film horor Indonesia tahun 2022. Jurnal Desain Komunikasi Visual Asia, 8(01), 1-16.
Erdem, C. (2022). A comparative meta-analysis of the effects of problem-based learning model on K-12 students’ cognitive outputs. Educational Studies, 9(2), 1-22.
Firda, N., & Juandi, D. (2023). Learning Obstacles Siswa Sekolah Menengah Pertama pada Materi Matematika. Jurnal Pembelajaran Matematika Inovatif, 6(3), 1055-1070.
Gholami, M., Changaee, F., Karami, K., Shahsavaripour, Z., Veiskaramian, A., & Birjandi, M. (2021). Effects of multiepisode case-based learning (CBL) on problem-solving ability and learning motivation of nursing students in an emergency care course. Journal of professional nursing, 37 3, 612-619.
Haruna, H., Zainuddin, Z., Okoye, K., Mellecker, R., Hu, X., Chu, S., & Hosseini, S. (2021). Improving instruction and sexual health literacy with serious games and gamification interventions: an outlook to students’ learning outcomes and gender differences. Interactive Learning Environments, 31, 2392 - 2410.
Hendarwati, E., Nurlaela, L., Bachri, B., & Sa'ida, N. (2021). Collaborative problem-based learning integrated with online learning. International Journal of Emerging Technologies in Learning, 16(13), 29-39.
Hernández-Ramos, J., Pernaa, J., Cáceres-Jensen, L., & Rodríguez-Becerra, J. (2021). The effects of using socio-scientific issues and technology in problem-based learning: a systematic review. Education Sciences, 11(10), 640.
Hwang, G.-J., Sung, H.-Y., & Chang, Y.-L. (2019). A systematic review of the effects of digital game-based learning on student engagement, motivation, and achievement. Journal of Educational Technology & Society, 22(1), 81–92.
Lahirka, R., & Gani, E. (2024). Efektifnya kalimat terhadap karya siswa dalam teks eksposisi kelas VIII SMP Negeri 3 Gunung Talang. Esensi Pendidikan Inspiratif, 6(2), 781-790.
Lee, S. (2019). Her Story or their own stories? Digital game-based learning, student creativity, and creative writing. ReCALL, 31, 238 - 254.
Mao, W., Cui, Y., Chiu, M., & Lei, H. (2021). Effects of game-based learning on students’ critical thinking: a meta-analysis. Journal of Educational Computing Research, 59, 1682 - 1708.
Marcinauskas, L., Iljinas, A., Čyvienė, J., & Stankus, V. (2024). Problem-based learning versus traditional learning in physics education for engineering program students. Education Sciences, 14(2), 154.
Moradi, M., & Noor, N. (2022). The impact of problem-based serious games on learning motivation. IEEE Access, 10, 8339-8349.
Munna, A. S., & Kalam, M. A. (2021). Impact of active learning strategy on the student engagement. GNOSI: an interdisciplinary journal of human theory and praxis, 4(2), 96-114.
Nadeem, M., Oroszlanyova, M., & Farag, W. (2023). Effect of digital game-based learning on student engagement and motivation. Computers, 12(9), 177.
Nicolay, B., Krieger, F., Stadler, M., Gobert, J., & Greiff, S. (2021). Lost in transition - Learning analytics on the transfer from knowledge acquisition to knowledge application in complex problem solving. Comput. Hum. Behav., 115, 106594.
Nurhikmah, H., Aswan, D., Bena, B. A. N., & Ramli, A. M. (2023). Pelatihan gamifikasi dalam pembelajaran sekolah menegah atas. CARADDE: Jurnal Pengabdian Kepada Masyarakat, 6(1), 146-155.
O’Grady-Jones, M., & Grant, M. (2023). Ready coder one: collaborative game design-based learning on gifted fourth graders’ 21st century skills. Gifted Child Today, 46, 84-107.
Qureshi, M. A., Khaskheli, A., Qureshi, J. A., Raza, S. A., & Yousufi, S. Q. (2023). Factors affecting students’ learning performance through collaborative learning and engagement. Interactive Learning Environments, 31(4), 2371-2391.
Rahayu, S. M., Marlina, R., Wahyuni, C. I., Hasan, F., & Nugraha, R. G. (2024). Pengembangan video animasi pembelajaran tentang tata krama bahasa anak di sekolah dasar. Khazanah Pendidikan, 18(2), 298-312.
Rahman, F., Nugraha, N., & Sudarmiani, S. (2020). Application of problem-based learning (PBL) model by microsoft power point media to improve activities and results of learning social science of SMP in Madiun. Social Sciences, Humanities and Education Journal (SHE Journal), 1(2), 1-12.
Roski, M., Sebastian, R., Ewerth, R., Hoppe, A., & Nehring, A. (2024). Learning analytics and the Universal Design for Learning (UDL): A clustering approach. Computers & Education, 214, 105028.
Shongwe, B. (2024). The effect of STEM problem-based learning on students’ mathematical problem-solving beliefs. Eurasia Journal of Mathematics, Science and Technology Education, 20(8), em2486.
Serin, H. (2023). Teaching mathematics: The role of project-based learning. International Journal of Social Sciences & Educational Studies, 10(2), 378-382.
Sinaga, B., Sitorus, J., & Situmeang, T. (2023, February). The influence of students’ problem-solving understanding and results of students’ mathematics learning. In Frontiers in Education (Vol. 8, p. 1088556). Frontiers Media SA.
Subawo, M. (2022). The effect of creative thingking ability and basic mathematics ability toward students problem solving ability. Journal of Mathematics Education, 7(2), 85-91.
Sung, Y. T., Chang, K. E., & Liu, T. C. (2016). The effects of integrating mobile devices with teaching and learning on students' learning performance: A meta-analysis and research synthesis. Computers & Education, 94, 252-275.
Sweller, J. (2024). Cognitive load theory and individual differences. Learning and Individual Differences, 110, 102423.
Tan, A. L., Ong, Y. S., Ng, Y. S., & Tan, J. H. J. (2023). STEM problem solving: Inquiry, concepts, and reasoning. Science & Education, 32(2), 381-397.
Videnovik, M., Trajkovik, V., Kiønig, L., & Vold, T. (2020). Increasing quality of learning experience using augmented reality educational games. Multimedia Tools and Applications, 79, 23861 - 23885.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Waite-Stupiansky, S. (2022). Jean Piaget's constructivist theory of learning. In Theories of early childhood education (pp. 3-18). Routledge.
Wei, P., He, F., & Huang, S. (2018). Effects of instructional multimedia integrated situational approach on students’ learning achievement. Eurasia journal of mathematics, science and technology education, 14, 3321-3327.
Wei, B., Wang, H., Li, F., Long, Y., Zhang, Q., Liu, H., Tang, X., & Rao, M. (2023). Effectiveness of problem-based learning on development of nursing students' critical thinking skills: A systematic review and meta-analysis. Nurse educator, 49(3), E115-E119
Widyatma, Y. V., & Ramadhani, A. D. H. (2024). Analisis kemampuan pemecahan masalah matematis pada materi bilangan dan aljabar siswa kelas IV SDN 4 Piji. Jurnal Pendidikan Dan Pembelajaran, 3(01), 335-349.
Yu, J., Denham, A. R., & Searight, E. (2022). A systematic review of augmented reality game-based Learning in STEM education. Educational technology research and development, 70(4), 1169-1194.
Downloads
Published
Issue
Section
License
Authors who publish with Journal of Advanced Sciences and Mathematics Education agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Journal of Advanced Sciences and Mathematics Education is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
