EFEKTIFITAS GAME POWERPOINT DALAM MENGEMBANGKAN KEMAMPUAN MATEMATIKA PERMULAAN DI TK ASYOFA PADANG
DOI:
https://doi.org/10.31958/jt.v22i2.1198Keywords:
Powerpoint games, Initial Mathematic ability, Early young learnersAbstract
This study aims at determining the effectiveness of powerpoint games in developing initial mathematical abilities. The approach used was quantitative with a quasi experimental method type pretest-posttest group design. The population of this study was all of the group B early young learners in Koto Tangah Subdistrict, Padang City 2018/2019 academic year. The sampling technique used was simple random sampling with a total sample of 30 children. The data were collected by using an initial mathematical ability test adopted from REMA the Research Based Early Mathematics Assessment. Data analysis technique was an independent t-test, seeing a comparison of differences in average scores. The result shows that powerpoint games were effective in developing early mathematical abilities in the experimental group compared to the control group. The use of powerpoint games can be an alternative learning media in developing other aspects of development.References
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Çankaya, S., & Karamete, A. (2009). The effects of educational computer games on students’ attitudes towards mathematics course and educational computer games. Procedia - Social and Behavioral Sciences, 1(1), 145–149. https://doi.org/10.1016/j.sbspro.2009.01.027
Demirbilek, M., & Tamer, S. L. (2010). Math teacher’s perspectives on using educational computer games in math education. Procedia - Social and Behavioral Sciences, 9, 709–716. https://doi.org/10.1016/j.sbspro.2010.12.222
Grimley, M., Green, R., Nilsen, T., Thompson, D., & Tomes, R. (2011). Using computer games for instruction: The student experience. Active Learning in Higher Education, 12(1), 45–56. https://doi.org/10.1177/1469787410387733
Hasjiandito, A., Adiarti, W., & Wantoro. (2016). Efektivitas Media Pembelajaran Berbasis Powerpoint Tema Agama Di Kb-Tk Assalamah Ungaran Kabupaten Semarang. Penelitian Pendidikan, 33(1), 7–12. https://doi.org/10.15294/JPP.V33I1.7660
Hebb, D. O. (1955). Drives and the C. N. S. (conceptual nervous system). Psychological Review, 62(4), 243–254. https://doi.org/10.1037/h0041823
Ke, F. (2008). Computer games application within alternative classroom goal structures: Cognitive, metacognitive, and affective evaluation. Educational Technology Research and Development, 56(5–6), 539–556. https://doi.org/10.1007/s11423-008-9086-5
Kebritchi, M. (2008). Effects of a computer game on mathematmatics achievement and class motivation: An experimental study. English, (February), 1–186. Retrieved from http://search.proquest.com.libproxy.edmc.edu/docview/251432553?accountid=34899
Kozma, R. B. (2008). COMPARATIVE ANALYSIS OF POLICIES FOR ICT IN EDUCATION International Significance of ICT Policy. Policy, (2003), 1083–1096.
Lowrie, T., & Jorgensen, R. (2011). Gender differences in students’ mathematics game playing. Computers and Education, 57(4), 2244–2248. https://doi.org/10.1016/j.compedu.2011.06.010
Sari, D. D. (2012). Penerapan Model Problem Based Learning ( PBL ), 3(2), 8. Retrieved from https://s3.amazonaws.com/academia.edu.documents/36764240/10_BAB_I_-_V.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1514482067&Signature=RHRm+nDpbuzHqoz6kbVoXjq+oe0=&response-content-disposition=inline; filename=PENERAPAN_MODEL_PROBLEM_BASED_L
Speer, N. M., Smith, J. P., & Horvath, A. (2010). Collegiate mathematics teaching: An unexamined practice. Journal of Mathematical Behavior, 29(2), 99–114. https://doi.org/10.1016/j.jmathb.2010.02.001
Turgut, S., & Dogan Temur, Ö. (2017). The effect of game-assisted mathematics education on academic achievement in Turkey: A meta-analysis study. International Electronic Journal of Elementary Education, 10(2), 195–206. https://doi.org/10.26822/iejee.2017236115
Tüzün, H., Yilmaz-Soylu, M., Karakuş, T., Inal, Y., & Kizilkaya, G. (2009). The effects of computer games on primary school students’ achievement and motivation in geography learning. Computers and Education, 52(1), 68–77. https://doi.org/10.1016/j.compedu.2008.06.008
UNESCO. (2000). Y1 SI : RESEARCH : The Dakar Framework for Action, (April), 26–28.
UNESCO. (2011). EFA Global Monitoring Report 2011 Summary. The hidden crisis: Armed conflict and education. EFA Global Monitoring Report, 0–37. https://doi.org/ISBN 978–92–3–104191–4
Weiland, C., Wolfe, C. B., Hurwitz, M. D., Clements, D. H., Sarama, J. H., & Yoshikawa, H. (2012). Early mathematics assessment: Validation of the short form of a prekindergarten and kindergarten mathematics measure. Educational Psychology, 32(3), 311–333. https://doi.org/10.1080/01443410.2011.654190
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Published
2019-12-31
How to Cite
Warmansyah, J. (2019). EFEKTIFITAS GAME POWERPOINT DALAM MENGEMBANGKAN KEMAMPUAN MATEMATIKA PERMULAAN DI TK ASYOFA PADANG. Ta’dib, 22(2), 105–110. https://doi.org/10.31958/jt.v22i2.1198
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