Matematika Ceria: Menginspirasi Generasi Digital Dengan Logika Dan Algoritma
DOI:
https://doi.org/10.36709/amalilmiah.v7i1.743Keywords:
computational thinking, game-based learning, logika dan algoritma, motivasi belajar, pembelajaran matematikaAbstract
Perkembangan teknologi digital yang pesat menuntut adanya inovasi dalam pembelajaran matematika yang menekankan proses berpikir logis, sistematis, dan algoritmik, bukan sekadar berorientasi pada hasil akhir. Tujuan kegiatan ini adalah untuk meningkatkan motivasi belajar dan pemahaman konsep matematika peserta didik melalui pendekatan computational thinking yang terintegrasi dengan media digital interaktif dan permainan edukatif. Metode pelaksanaan menggunakan pendekatan partisipatif dengan strategi game-based learning dan project-based learning, melibatkan 50 peserta didik sebagai subjek kegiatan. Hasil pretest–posttest menunjukkan peningkatan nilai rata-rata dari 50,3 menjadi 78,9, yang menggambarkan peningkatan signifikan pada kemampuan berpikir logis dan algoritmik siswa. Observasi kualitatif juga menunjukkan perubahan perilaku belajar, di mana siswa menjadi lebih antusias, aktif berdiskusi, dan reflektif dalam menyelesaikan permasalahan matematis. Program ini menghadirkan model integrasi antara pembelajaran logika–algoritma dan eksplorasi digital berbantuan AI untuk menumbuhkan keterampilan abad ke-21. Dengan demikian, strategi Matematika Ceria berkontribusi dalam mempersiapkan siswa menghadapi era digital melalui penguatan berpikir logis–algoritmik, literasi teknologi, dan kemampuan adaptif terhadap perkembangan komputasi dan AI.
Downloads
References
Al-Khresheh, M. H. (2025). The Cognitive and Motivational Benefits of Gamification in English Language Learning: A Systematic Review. The Open Psychology Journal, 18(e18743501359379), 1–19. https://doi.org/10.2174/0118743501359379250305083002
Alotaibi, M. S. (2024). Game-based learning in early childhood education: a systematic review and meta-analysis. Frontiers in Psychology, 15(1307881), 1–11. https://doi.org/10.3389/fpsyg.2024.1307881
Astuti, Syahza, A., & Putra, Z. H. (2023). Penelitian computational thinking dalam pembelajaran matematika. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 12(1), 363–384. https://doi.org/10.24127/ajpm.v12i1.5860
Bocconi, S., Chioccariello, A., Kampylis, P., Dagienė, V., Wastiau, P., Engelhardt, K., Earp, J., Horvath, M., Jasutė, E., Malagoli, C., Masiulionytė-Dagienė, V., & Stupurienė, G. (2022). Reviewing Computational Thinking in Compulsory Education (State of play and practices from computing education). https://doi.org/10.2760/126955
Chen, C. C., & Tu, H. Y. (2021). The Effect of Digital Game-Based Learning on Learning Motivation and Performance Under Social Cognitive Theory and Entrepreneurial Thinking. Frontiers in Psychology, 12(750711), 1–16. https://doi.org/10.3389/fpsyg.2021.750711
Chytas, C., van Borkulo, S. P., Drijvers, P., Barendsen, E., & Tolboom, J. L. J. (2024). Computational Thinking in Secondary Mathematics Education with GeoGebra: Insights from an Intervention in Calculus Lessons. Digital Experiences in Mathematics Education, 10, 228–259. https://doi.org/10.1007/s40751-024-00141-0
Dahlan, T., Judijanto, L., & Hali, F. (2024). Improving the quality of mathematics teacher education: An integrated approach to the 4C skills. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 9(1), 16–31. https://doi.org/10.23917/jramathedu.v9i1.2687
Debrenti, E. (2024). Game-Based Learning experiences in primary mathematics education. Frontiers in Education, 9(1331312), 1–08. https://doi.org/10.3389/feduc.2024.1331312
Erşen, Z. B., & Ergül, E. (2022). Trends of Game-Based Learning in Mathematics Education: A Systematic Review. International Journal of Contemporary Educational Research, 9(3), 603–623. https://doi.org/10.33200/ijcer.1109501
Giannakoulas, A., & Xinogalos, S. (2023). Studying the effects of educational games on cultivating computational thinking skills to primary school students: a systematic literature review. Journal of Computers in Education, 11(5). https://doi.org/10.1007/s40692-023-00300-z
Hidayat, A., & Firmanti, P. (2024). Navigating the tech frontier: a systematic review of technology integration in mathematics education. Cogent Education, 11(1), 2373559. https://doi.org/10.1080/2331186X.2024.2373559
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), 1–15. https://doi.org/10.3389/fpsyg.2023.1105806
Irawan, E., Rosjanuardi, R., & Prabawanto, S. (2024). Research trends of computational thinking in mathematics learning: A bibliometric analysis from 2009 to 2023. Eurasia Journal of Mathematics, Science and Technology Education, 20(3), em2417. https://doi.org/10.29333/ejmste/14343
Isharyadi, R., & Juandi, D. (2023). A Systematics Literature Review of Computational Thinking in Mathematics Education : Benefits and Challenges. Formatif: Jurnal Ilmiah Pendidikan MIPA, 13(1), 69–80. https://doi.org/10.30998/formatif.v13i1.15922
Li, Y., Chen, D., & Deng, X. (2024). The impact of digital educational games on student’s motivation for learning: The mediating effect of learning engagement and the moderating effect of the digital environment. PLoS ONE, 19(1), 1–21. https://doi.org/10.1371/journal.pone.0294350
Maulidiya, D., & Aziza, M. (2024). Trend, challenges, and determinants of technology integration in geometry problems-solving: A sequential explanatory analysis. Indonesian Journal of Science and Mathematics Education, 7(3), 577–597. https://doi.org/10.24042/ijsme.v7i3.24456
Nadeem, M., Oroszlanyova, M., & Farag, W. (2023). Effect of Digital Game-Based Learning on Student Engagement and Motivation. Computers, 12(177), 1–23. https://doi.org/10.3390/ computers12090177
Rossalina, C. R., Zubainur, C. M., Subianto, M., & Fadhiliani, D. (2025). Unpacking research on computational thinking in mathematics education: A systematic literature review. Jurnal Elemen, 11(2), 447–467. https://doi.org/10.29408/jel.v11i2.29183
Sager, M. T., Sherard, M. K., Milton, S., Walkington, C., & Petrosino, A. J. (2023). Rising in the ranks!: learning math or playing games? Frontiers in Education, 8(1302693), 1–18. https://doi.org/10.3389/feduc.2023.1302693
Sari, N. M., Yaniawati, P., Supianti, I. I., & Indriani, R. (2025). Digital Game-Based Learning Interventions on Students’ Numeracy Skills and Engagement. Formatif: Jurnal Ilmiah Pendidikan MIPA, 15(1), 39–50. https://doi.org/10.30998/formatif.v15i1.23356
Schukajlow, S., Rakoczy, K., & Pekrun, R. (2023). Emotions and motivation in mathematics education: Where we are today and where we need to go. ZDM - Mathematics Education, 55, 249–267. https://doi.org/10.1007/s11858-022-01463-2
Su, J., & Yang, W. (2023). A systematic review of integrating computational thinking in early childhood education. Computers and Education Open, 4(100122), 1–12. https://doi.org/10.1016/j.caeo.2023.100122
Sukowati, B. A., & Masduki. (2024). Exploration of students’ computational thinking skills in solving fractional number problems judging from learning style. Desimal: Jurnal Matematika, 7(2), 163–176. https://doi.org/10.24042/djm
Suparman, Juandi, D., Turmudi, & Wahyudin. (2024). Computational thinking in mathematics instruction integrated STEAM education: Global trend and students’ achievement in two last decades. Beta: Jurnal Tadris Matematika, 17(2), 101–134. https://doi.org/10.20414/betajtm.v17i2.643
Suprapto, E., Krisdiana, I., Apriandi, D., & Yuanawati, F. R. (2023). Development of Steam-C Integrated Student Worksheets to Improve Creative Thinking Ability on Flat Side Building Materials. Al-Ishlah: Jurnal Pendidikan, 15(1), 549–564. https://doi.org/10.35445/alishlah.v15i1.2480
Suren, N., & Kandemir, M. A. (2020). The effects of mathematics anxiety and motivation on students’ mathematics achievement. International Journal of Education in Mathematics, Science and Technology, 8(3), 190–218. https://doi.org/10.46328/IJEMST.V8I3.926
Utami, N. W., Sagita, L., Rahmawati, R. D., & Nurdianto, H. (2024). Cultural Change of Mathematics Teachers’ Views on Technology: Navigating the Artificial Intelligence Revolution. International Journal of Artificial Intelligence Research, 8(2), 149. https://doi.org/10.29099/ijair.v8i2.1232
Wing, J. M. (2006). Computational Thinking. Communications of the ACM, 49, 33–35. https://doi.org/10.1145/1118178.1118215
Wu, W. R., & Yang, K. L. (2022). The relationships between computational and mathematical thinking: A review study on tasks. Cogent Education, 9(1), 2098929. https://doi.org/10.1080/2331186X.2022.2098929
Ye, H., Liang, B., Ng, O. L., & Chai, C. S. (2023). Integration of computational thinking in K-12 mathematics education: a systematic review on CT-based mathematics instruction and student learning. International Journal of STEM Education, 10(3), 1–26. https://doi.org/10.1186/s40594-023-00396-w
Zakaria, P., Djakaria, I., Amin, R. M., Katili, S., Majid, M., & Maharani, S. (2023). The Relationship Between Computational Thinking and Critical Thinking Disposition in Mathematical Problem Solving: Bibliometric Analysis. Al-Ishlah: Jurnal Pendidikan, 15(3), 2857–2865. https://doi.org/10.35445/alishlah.v15i3.3162
Zeng, J., Sun, D., Looi, C. K., & Fan, A. C. W. (2024). Exploring the impact of gamification on students’ academic performance: A comprehensive meta-analysis of studies from the year 2008 to 2023. British Journal of Educational Technology, 55(6), 2478–2502. https://doi.org/10.1111/bjet.13471
Downloads
Published
How to Cite
License
Copyright (c) 2026 Nursupiamin Nursupiamin, Yulia Yulia, Rafiq Badjeber, Riska Elfira, Fathurrahmah Abd. Gani, Miftah Amanda
This work is licensed under a Creative Commons Attribution 4.0 International License.
