Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2020, Cilt: 1 Sayı: 2, 79 - 85, 15.12.2020

Öz

Kaynakça

  • Abdullah, F. S. & Yunianta, T. N. H. (2018) Pengembangan Media Pembelajaran Matematika Trigo Fun Berbasis Game Edukasi menggunakan Adobe Animate pada Materi
  • Trigonometri AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 7(3), 434-443.
  • Bano, M., Zowghi, D., Kearney, M., Schuck, S., & Aubusson, P. (2018). Mobile Learning for Science and Mathematics School Education: A Systematic Review of Empirical
  • Evidence. Computers & Education, 121, 30-58.
  • Bertacchini, F., Bilotta, E., Pantano, P., & Tavernise, A. (2012). Motivating The Learning of Science Topics in Secondary School: A Constructivist Edutainment Setting for Studying Chaos. Computers & Education, 59(4), 1377-1386.
  • Brezovszky, B., McMullen, J., Veermans, K., Hannula-Sormunen, M. M., Rodríguez-Aflecht, G., Pongsakdi, N., ... & Lehtinen, E. (2019). Effects of a mathematics game-based learning environment on primary school students' adaptive number knowledge. Computers & Education, 128, 63-74.
  • Brown, J. P. (2017). Teachers' Perspectives of Changes in Their Practice During A Technology in Mathematics Education Research Project Teaching and teacher education, 64, 52-65.
  • Herro, D. & Quigley, C. (2017). Exploring Teachers’ Perceptions of STEAM Teaching through Professional Development: Implications for Teacher Educators. Professional Development in Education, 43(3), 416-438.
  • Kiili, K. & Ketamo, H. (2017). Evaluating Cognitive and Affective Outcomes of A Digital Game-Based Math Test. IEEE Transactions on Learning Technologies, 11(2), 255-263.
  • Korkmaz, U., & Avci, Z. Y. (2016). Turkish Pre-Service Teachers' Experiences with Contemporary Technology Games and Perceptions About Teaching with Instructional Games. Research in Social Sciences and Technology, 1(1).
  • Schrader, P. G., Zheng, D., & Young, M. (2006). Teachers' Perceptions of Video Games: MMOGs and The Future of Preservice Teacher Education. Innovate: Journal of Online Education, 2(3).
  • Selular ID. (2019). Garena: Indonesia duduki peringkat ke-17 dengan jumlah mobile gamer terbanyak. https://selular.id/2019/07/garena-indonesia-duduki-peringkat-ke-17-dengan-jumlah-mobile-gamer-terbanyak/
  • Sorathia, K. & Servidio, R. (2012). Learning and Experience: Teaching Tangible Interaction & Edutainment Procedia - Social and Behavioral Sciences, 64, 265-274.
  • Suartama, I. G. A., Suciptawati, N. L. P., & Asih, N. M. (2019). Identifikasi Faktor-Faktor Yang Memengaruhi Remaja Bermain Role Playing Game Pada Smartphone. E-Jurnal Matematika, 8(3), 194-198.
  • Whitton, N. (2010). Learning with Digital Games: A Practical Guide to Engaging Students in Higher Education. Abingdon, United Kingdom: Routledge.
  • Wijaya, A. (2009). The Power of Games to Learn Mathematics: An Overview Pythagoras: Jurnal Pendidikan Matematika, 5(1), 1-12.

Game based learning in mathematics: Future teachers viewpoint

Yıl 2020, Cilt: 1 Sayı: 2, 79 - 85, 15.12.2020

Öz

The purpose of this research is to describe the views of future teachers towards the practice of game based learning in mathematics. This research is descriptive quantitative-qualitative research. Data obtained through a questionnaire about game based learning. Research participants are mathematics education undergraduate students who were in the final semester (104 participants). The results showed that 91.35% of participants agreed if learning in the classroom is based on game and 89.42% of participants agreed that students would easily learn through game. The future teachers state that game based learning is necessary because mathematics learning must follow current technological developments. In addition, games can be useful to improve various abilities of students from the cognitive, affective, and psychomotor domains and mathematics learning becomes effective and efficient. A small number of participants disagreed with game based learning in mathematics because of several things, including the adverse effects of using mobile phones, the class is not conducive, and students only focused on playing games, not on the topic.

Kaynakça

  • Abdullah, F. S. & Yunianta, T. N. H. (2018) Pengembangan Media Pembelajaran Matematika Trigo Fun Berbasis Game Edukasi menggunakan Adobe Animate pada Materi
  • Trigonometri AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 7(3), 434-443.
  • Bano, M., Zowghi, D., Kearney, M., Schuck, S., & Aubusson, P. (2018). Mobile Learning for Science and Mathematics School Education: A Systematic Review of Empirical
  • Evidence. Computers & Education, 121, 30-58.
  • Bertacchini, F., Bilotta, E., Pantano, P., & Tavernise, A. (2012). Motivating The Learning of Science Topics in Secondary School: A Constructivist Edutainment Setting for Studying Chaos. Computers & Education, 59(4), 1377-1386.
  • Brezovszky, B., McMullen, J., Veermans, K., Hannula-Sormunen, M. M., Rodríguez-Aflecht, G., Pongsakdi, N., ... & Lehtinen, E. (2019). Effects of a mathematics game-based learning environment on primary school students' adaptive number knowledge. Computers & Education, 128, 63-74.
  • Brown, J. P. (2017). Teachers' Perspectives of Changes in Their Practice During A Technology in Mathematics Education Research Project Teaching and teacher education, 64, 52-65.
  • Herro, D. & Quigley, C. (2017). Exploring Teachers’ Perceptions of STEAM Teaching through Professional Development: Implications for Teacher Educators. Professional Development in Education, 43(3), 416-438.
  • Kiili, K. & Ketamo, H. (2017). Evaluating Cognitive and Affective Outcomes of A Digital Game-Based Math Test. IEEE Transactions on Learning Technologies, 11(2), 255-263.
  • Korkmaz, U., & Avci, Z. Y. (2016). Turkish Pre-Service Teachers' Experiences with Contemporary Technology Games and Perceptions About Teaching with Instructional Games. Research in Social Sciences and Technology, 1(1).
  • Schrader, P. G., Zheng, D., & Young, M. (2006). Teachers' Perceptions of Video Games: MMOGs and The Future of Preservice Teacher Education. Innovate: Journal of Online Education, 2(3).
  • Selular ID. (2019). Garena: Indonesia duduki peringkat ke-17 dengan jumlah mobile gamer terbanyak. https://selular.id/2019/07/garena-indonesia-duduki-peringkat-ke-17-dengan-jumlah-mobile-gamer-terbanyak/
  • Sorathia, K. & Servidio, R. (2012). Learning and Experience: Teaching Tangible Interaction & Edutainment Procedia - Social and Behavioral Sciences, 64, 265-274.
  • Suartama, I. G. A., Suciptawati, N. L. P., & Asih, N. M. (2019). Identifikasi Faktor-Faktor Yang Memengaruhi Remaja Bermain Role Playing Game Pada Smartphone. E-Jurnal Matematika, 8(3), 194-198.
  • Whitton, N. (2010). Learning with Digital Games: A Practical Guide to Engaging Students in Higher Education. Abingdon, United Kingdom: Routledge.
  • Wijaya, A. (2009). The Power of Games to Learn Mathematics: An Overview Pythagoras: Jurnal Pendidikan Matematika, 5(1), 1-12.
Toplam 16 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Differentiated Instruction in Math Education
Yazarlar

Nilza Humaira Salsabila 0000-0003-1258-5969

Riska Ayu Ardini Bu kişi benim

Hapipi Hapipi Bu kişi benim

Ratna Yulis Tyaningsih Bu kişi benim

Tabita Wahyu Triutami Bu kişi benim

Yayımlanma Tarihi 15 Aralık 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 1 Sayı: 2

Kaynak Göster

APA Salsabila, N. H., Ardini, R. A., Hapipi, H., Tyaningsih, R. Y., vd. (2020). Game based learning in mathematics: Future teachers viewpoint. Journal for the Mathematics Education and Teaching Practices, 1(2), 79-85.