STUDENTS’ PERCEPTIONS OF GAME-BASED LEARNING IN MATHEMATICS AT THE PRIMARY LEVEL

Authors

  • Sofi Dian Rachmawati Universitas PGRI Yogyakarta
  • Diyah Nur Arafah Universitas PGRI Yogyakarta
  • Ahimsa Putri Justitia Universitas PGRI Yogyakarta
  • Muhammad Syahrul Universitas PGRI Yogyakarta
  • Setyo Eko Atmojo Universitas PGRI Yogyakarta

DOI:

https://doi.org/10.58436/dfkip.v10i1.2649

Abstract

This study investigates primary school students' perceptions of game-based learning (GBL) in mathematics, focusing on fractions and basic geometry taught through interactive digital games including Kahoot!, Prodigy Math, and a locally adapted platform, Math Adventure. Employing a quantitative survey design, data were collected from 30 Grade 4 students (aged 9–11 years) at SD Negeri Sonosewu, Bantul, Central Java, Indonesia, using a validated 25-item Likert-scale questionnaire (five dimensions: enjoyment and engagement, perceived usefulness, ease of use, motivation to learn, and mathematical understanding; Cronbach α = .912). Descriptive statistics showed an overall mean perception score of 4.37 (SD = 0.51) out of 5, classified as very positive. All five dimensions exceeded a mean of 4.20, with motivation to learn recording the highest score (M = 4.53, SD = 0.44). Independent-samples t-tests revealed no statistically significant gender differences across all dimensions (p > .05), indicating that GBL is equally well received by both male and female learners. Pearson correlation and multiple regression analyses demonstrated that motivation to learn (β = .512, p < .001) and ease of use (β = .341, p = .014) jointly explained 62.3% of the variance in overall perception (R² = .623, F = 22.87, p < .001). Findings suggest that carefully designed GBL environments can meaningfully foster positive attitudes and motivational dispositions toward mathematics in the early grades. Implications for instructional design, teacher professional development, and curriculum integration in Indonesian primary education are discussed.     

References

Bourgonjon, J., De Grove, F., De Smet, C., Van Looy, J., Soetaert, R., & Valcke, M. (2019). Acceptance of game-based learning by secondary school teachers. Computers & Education, 67, 21–35. https://doi.org/10.1016/j.compedu.2013.02.010

Clark, D. B., Tanner-Smith, E. E., & Killingsworth, S. S. (2016). Digital games, design, and learning: A systematic review and meta-analysis. Review of Educational Research, 86(1), 79–122. https://doi.org/10.3102/0034654315582065

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.

Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Harper & Row.

Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008

Hainey, T., Connolly, T. M., Boyle, E. A., Wilson, A., & Razak, A. (2016). A systematic literature review of games-based learning empirical evidence in primary education. Computers & Education, 102, 202–223. https://doi.org/10.1016/j.compedu.2016.09.001

Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in Human Behavior, 54, 170–179. https://doi.org/10.1016/j.chb.2015.07.045

Hung, C. M., Huang, I., & Hwang, G. J. (2014). Effects of digital game-based learning on students' self-efficacy, motivation, anxiety, and achievements in learning mathematics. Journal of Computers in Education, 1(2–3), 151–166. https://doi.org/10.1007/s40692-014-0008-8

Hussein, M. H., Ow, S. H., Cheong, L. S., Thong, M. K., & Ebrahim, N. A. (2020). Effects of digital game-based learning on elementary science learning: A systematic review. IEEE Access, 7, 62465–62478. https://doi.org/10.1109/ACCESS.2019.2916324

Kemendikbud. (2022). Kurikulum Merdeka: Pedoman implementasi kurikulum [Merdeka Curriculum: Curriculu implementation guidelines]. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia.

Li, M. C., & Tsai, C. C. (2020). Game-based learning in science education: A review of relevant research. Journal of Science Education and Technology, 22(6), 877–898. https://doi.org/10.1007/s10956-013-9436-x

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x

Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (3rd ed.). McGraw-Hill. OECD. (2023). PISA 2022 results (Volume I): The state of learning and equity in education. OECD Publishing. https://doi.org/10.1787/53f23881-en

Plass, J. L., Homer, B. D., & Kinzer, C. K. (2020). Foundations of game-based learning. Educational Psychologist, 50(4), 258–283. https://doi.org/10.1080/00461520.2015.1122533

Pratama, L. D., & Retnawati, H. (2018). Keefektifan penggunaan media pembelajaran matematika di sekolah dasar: Sebuah meta-analisis [Effectiveness of mathematics learning media in elementary schools: A meta-analysis]. Jurnal Pendidikan Matematika, 12(2), 1–16. https://doi.org/10.22342/jpm.12.2.4820.1-16

Rahmawati, D., & Setyaningsih, R. (2021). Pengaruh game edukasi terhadap kecemasan matematika siswa sekolah dasar [The effect of educational games on mathematics anxiety of elementary school students]. Jurnal Pendidikan Dasar Nusantara, 7(1), 45–58. https://doi.org/10.29407/jpdn.v7i1.15972

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68

Slykhuis, D. A., Park, J., & Nastasi, B. K. (2021). TPACK in game-based learning: A scoping review of the literature. Journal of Research on Technology in Education, 53(3), 297–315. https://doi.org/10.1080/15391523.2020.1858023

Sung, H. Y., Hwang, G. J., & Yen, Y. R. (2019). Development of a contextual game-based learning system to improve students' learning performance in a mathematics course. Computers & Education, 116, 175–192. https://doi.org/10.1016/j.compedu.2017.09.001

Tran, T. Q., Nguyen, T. T., & Le, H. T. (2021). Vietnamese primary students' perceptions of Kahoot!-integrated mathematics lessons. International Journal of Education and Practice, 9(3), 514–526. https://doi.org/10.18488/journal.61.2021.93.514.526

Downloads

Published

2026-07-10 — Updated on 2026-07-10

Versions

How to Cite

Rachmawati, S. D., Diyah Nur Arafah, D. N. A., Ahimsa Putri Justitia, A. P. J., Muhammad Syahrul, M. S., & Atmojo, S. E. (2026). STUDENTS’ PERCEPTIONS OF GAME-BASED LEARNING IN MATHEMATICS AT THE PRIMARY LEVEL . Dialektika Jurnal Pendidikan, 10(1), 831–845. https://doi.org/10.58436/dfkip.v10i1.2649

Issue

Vol. 10 No. 1 (2026): DIALEKTIKA: Jurnal Pendidikan

Section

Articles