Pendampingan Pembelajaran Matriks Berbantuan Papan Determinan dan Ludo Matematika di MAS Madani Alauddin Pao-Pao
DOI:
https://doi.org/10.24252/khidmah.v6i2.57426Keywords:
learning assistance, conceptual understanding, matrix, mathematics ludo, islamic senior secondary schoolAbstract
This community service activity aimed to strengthen students’ understanding of matrix multiplication, matrix determinants, and determinant properties through learning assistance supported by a determinant board, student worksheets, discovery learning, and a mathematics ludo game. The activity involved 29 students of Grade XI MIPA 4 at MAS Madani Alauddin Pao-Pao during the 2023/2024 academic year and was conducted in four 80-minute meetings. The activity evaluation operationally adopted a one-group pretest-posttest pre-experimental design. The initial test consisted of five questions with a maximum score of 100, while the final evaluation was administered individually through a mathematics ludo game. Data were analyzed descriptively by calculating mean scores, score ranges, score gains, and mastery percentages using 75 as the mastery criterion. The mean score increased from 53.45 to 85.34, representing a gain of 31.90 points (59.68%). The number of students achieving a score of at least 75 increased from 5 students (17.24%) to 27 students (93.10%). The improvement was associated with reinforcement of integer operations as prerequisite knowledge, visual media that guided determinant procedures, collaborative worksheet-based practice, and game-based evaluation that supported student engagement. These results should be interpreted cautiously because the initial and final assessments were not fully identical, and no comparison group was used. Stepwise assistance supported by concrete media and educational games may serve as a practical alternative for strengthening matrix understanding in Islamic senior secondary schools.
Downloads
References
Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R. (2011). Does Discovery-Based Instruction Enhance Learning? Journal of Educational Psychology, 103(1), 1-18. https://doi.org/10.1037/a0021017
Aygor, N., & Ozdag, H. (2012). Misconceptions in Linear Algebra: The Case of Undergraduate Students. Procedia-Social and Behavioral Sciences, 46, 2989-2994. https://doi.org/10.1016/j.sbspro.2012.05.602
Byun, J., & Joung, E. (2018). Digital Game-Based Learning for K–12 Mathematics Education: A Meta-Analysis. School Science and Mathematics, 118(3–4), 113–126. https://doi.org/10.1111/ssm.12271
Cai, Z., Mao, P., Wang, D., He, J., Chen, X., & Fan, X. (2022). Effects of Scaffolding in Digital Game-Based Learning on Students’ Achievement: A Three-Level Meta-Analysis. Educational Psychology Review, 34, 537–574. https://doi.org/10.1007/s10648-021-09655-0
Carbonneau, K. J., Marley, S. C., & Selig, J. P. (2013). A Meta-Analysis of The Efficacy of Teaching Mathematics with Concrete Manipulatives. Journal of Educational Psychology, 105(2), 380-400. https://doi.org/10.1037/a0031084
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active Learning Increases Student Performance in Science, Engineering, and Mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111
Fyfe, E. R., McNeil, N. M., Son, J. Y., & Goldstone, R. L. (2014). Concreteness Fading in Mathematics and Science Instruction: A Systematic Review. Educational Psychology Review, 26, 9–25. https://doi.org/10.1007/s10648-014-9249-3
Gui, Y., Cai, Z., Yang, Y., Kong, L., Fan, X., & Tai, R. H. (2023). Effectiveness of Digital Educational Game and Game Design in STEM Learning: A Meta-Analytic Review. International Journal of STEM Education, 10, 36. https://doi.org/10.1186/s40594-023-00424-9
Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
Hidayah, S., Sumarwiyah, A., Abdurrohim, H., Hasanah, F. W., & Hasan, Z. (2022). Pendampingan Belajar Matematika Menggunakan Media Pembelajaran Berbasis Game Android. Community Development Journal: Jurnal Pengabdian Masyarakat, 3(2), 812–818. https://doi.org/10.31004/cdj.v3i2.4759
Hui, H. B., & Mahmud, M. S. (2023). Influence of Game-Based Learning in Mathematics Education on The Students’ Cognitive and Affective Domain: A Systematic Review. Frontiers in Psychology, 14, 1105806. https://doi.org/10.3389/fpsyg.2023.1105806
Downloads
Published
How to Cite
Issue
Section
License
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement 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 acknowledgement 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).
