The Effect of an In-Depth, Educational-Game-Based Learning Approach on Improving Mathematical Understanding Among Second-Grade Elementary Student in Makassar
DOI:
https://doi.org/10.47945/misool.v8i1.3310Keywords:
Deep Learning, Educational Games, Mathematical Understanding, Elementary SchoolAbstract
This study aimed to determine the effect of an educational game-based deep learning approach on mathematical understanding among second-grade elementary students in Makassar and to measure the extent of improvement following the intervention. This quantitative study employed a quasi-experimental One-Group Pretest-Posttest design involving 30 second-grade students selected through saturation sampling. The intervention was implemented over six weeks using Educational Math Game Cards integrated with the principles of Mindful, Meaningful, and Joyful Learning. The Mindful component encouraged students to focus their attention and engage actively in solving mathematical problems; the Meaningful component connected mathematical concepts with students’ prior knowledge and everyday experiences; while the Joyful component created an enjoyable learning environment that encouraged active participation and confidence in learning. These principles were directed toward developing students’ mathematical understanding, particularly their ability to identify, explain, apply, and solve problems involving basic mathematical concepts. Data were analyzed using the Paired Samples t-test and N-Gain test. The results showed that the mean score increased from 51.33 in the pretest to 75.66 in the posttest. The Paired Samples t-test showed a significance value of 0.000 (p < 0.05), indicating a significant improvement in students’ mathematical understanding following the intervention. The mean N-Gain score was 0.63, categorized as moderate, with 86.67% of students in the moderate category and 13.33% in the high category. These findings indicate that an educational game-based deep learning approach can effectively improve mathematical understanding among early elementary students. Practically, the approach provides an engaging and concept-oriented learning strategy that can support teachers in implementing meaningful mathematics instruction within the Merdeka Curriculum, particularly through the integration of mindful, meaningful, and joyful learning experiences.
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