The Effect of Baamboozle-Based Learning Media on Grade X Students’ Mathematics Learning Interest in Statistics

Abstract

This research was motivated by the low active participation of students in mathematics learning at SMAS Diponegoro Tumpang, which was still dominated by one-way lecture methods. This study aimed to determine the effect of Baamboozle-based learning media on the mathematics learning interest of grade X students on the material of mean of single and grouped data. A quasi-experimental method with a nonequivalent control group design was used, involving an experimental class (X-D) using Baamboozle and a control class (X-C) using PowerPoint, each analyzed from 25 students determined through cluster random sampling. Data were collected using a validated and reliable 26-item Likert-scale learning interest questionnaire (Cronbach's Alpha = 0.889) and analyzed using Analysis of Covariance (ANCOVA), with post-test scores as the dependent variable and pre-test scores as the covariate, after the normality, homogeneity, and regression-slope-homogeneity assumptions were checked. Descriptively, the mean learning interest of the experimental class increased by 6.00 points (72.60 to 78.60), compared with a 2.32-point increase in the control class (67.48 to 69.80); because the experimental class already scored 5.12 points higher than the control class before treatment, this descriptive gain was interpreted with caution and the pre-test difference was statistically controlled through ANCOVA before any effect was inferred. The ANCOVA showed a significant effect of learning media on post-test learning interest after controlling for pre-test scores, F(1,47) = 16.687, p < 0.001, partial η² = 0.262. These findings tentatively suggest that game-based learning media such as Baamboozle may help foster mathematics learning interest relative to conventional instruction, particularly on statistics topics, although the single-school, two-class design limits how far this conclusion can be generalized.