ABSTRACT

ABSTRACT
This paper explores the use of gamification in math lessons for children in order to highlight
the relationship between math education and its application to society. In school education,
there is an existing problem about how to relate concepts learned in math to everyday life.
One of the reasons for this problem is that it is difficult for teachers to set appropriate
questions for students. We investigated a classroom using gamification intended for
elementary school sixth grade students (34 people). As a result, it is argued that gamification
is effective in math education.
1. INTRODUCTION
Mathematics is an extraordinarily broad field, and the creativity that is inherent in
mathematical study is poorly conveyed by the often-conventional educational methods used
to teach it. The typical approach of being shown concepts and being expected to apply the
learned concepts in problem-solving is often reported by students to be boring, dry, and
repetitive; many students fail to understand the truly free and explorative nature of what
mathematics study at the post-secondary level is like.
Students often develop an aversion to Mathematics and very often, look forward to the games
that they would play during breaks instead of focusing on the subject. Instead of this
approach (which does not aim to discredit the repetitive drilling method of mathematics
education, but aims to introduce nuance into it), the field of mathematics lends itself well to
simulation, and creative game-like discovery. Hence, the practice of gamifying tasks or
activities enables mathematics education to acquire some of the interesting qualities of the
games that the students intend to play during their breaks.

In school education, there is an existing problem about how to relate concepts learned in math
to situations in everyday life. One of the reasons is that it is difficult for teachers to set
appropriate questions to students learning math. For example, when the teacher asks a math
question, students do not think about it in relation to society. Therefore, this study considers
the use of gamification to solve this problem.
Gamification is the application of aspects such as “scenarios” and “competition” from a
technological game-playing context to a non-gaming situation (in this case, the context of a
classroom). A performance evaluation was conducted using gamification. First, teachers
made a realistic scenario using videos and photos related to the math lesson.; second, children
competed with each other in the same scenario. This study highlights and verifies the concept
and effectiveness of implementation of gamification method that was used for children
learning math.
BACKGROUND OF STUDY
PROBLEM STATEMENT
Teaching and facilitation (PdPc) of Mathematics teachers that are teacher-centered and
patterned traditional is still practiced until now. Teaching and learning techniques used by
the teacher in the classroom does not attract the attention of the students. This causes there to
be students who lack of interest and lack of appreciation of the content of Mathematics
Education lessons. Study from Mohd Fuad et al. (2014) found that there are still teachers
who only use the old method ie chalk and talk. There are also teachers who only give
priority to skills in answering exam questions and memorizing facts (Norzaharah

Yahaya, 2011). A deep understanding of Mathematics knowledge is important for the
next process that is, internalization. Lack of knowledge due to lack of understanding in
class is not will be able to produce appreciation in students.( FIND RESEARCH ABOUT
TEACHER) This balance should be struck in every student and become a requirement for
high-level thinking skills (KBAT) in the eyes of Mathematics Education lessons to be
implemented along with the application to other subjects such as science (Rosnani Hashim,
2012). But unfortunately, the implementation of KBAT by Mathematics education teachers is
still at a moderate level despite the teachers' knowledge of KBAT is high (Norasmahani et al.,
2015).
To make PdPc effective, students need to have the right attitude and interest deeply to follow
the lessons taught. According to Mazulina (2004), to achieve good academics, students need
to be positive about their studies. Usage of information technology in PdPc in primary school
can form attitudes and interest for learn according to Johari et al. (2012), the use of
information technology in the field of teaching can speed up the learning process due to
increased student interest and motivation to learn. Likewise in the view of Suzana et al.
(2014) who stated that information technology can encourage interest in lessons and further
promote learning through access self. (ADD WHATS THE PROBLEM)
ADD MORE PROBLEMS MIN 5
Study background
The term of gamification was introduced by game designer Nick Pelling in 2002 and its used
widespread in 2010 (Kamasheva et al., 2015). Basically, the use of gamification in PdPc is
implemented with the intention of enabling students overcome challenges and enjoy
intellectual educational experiences (Ong et al., 2013). Some researchers have studied the
effectiveness of gamification methods in some subjects such as Arabic (Siti Rohani et al.,
2019), algebraic expressions (Siti Norhaida, 2017), manhaj qiraat (Muhammad Aizuddin et
al., 2019), theory module learning (Nurul Ain et al., 2018) and environmental course
(Rahimah Wahid, 2019). This study focuses on students at National Schools who have a
variety economic background and family education level.
RESEARCH OBJECTIVES
The objectives of this study:
i. To determine whether gamification can improve the motivation of students
towards learning mathematics
ii. To determine if the implementation of Gamification in teaching process of
mathematics can improve the academic score of Grade 4 students in Mathematics
iii. To determine the concept used of Gamification in teaching process of
Mathematics
RESEARCH QUESTIONS
This study describes on the teachers’ concepts and implementation in using gamification
method in the teaching process specifically in the topic of multiplication with the research
questions of this study are :
i. How far teachers’ acceptance on gamification in teaching multiplication?
ii. What are teachers’ concepts in perceiving Gamification method in teaching process?
iii. Do teachers’ able to implement the gamification methods to enhance their teaching
skills?
DEFINATION OF TERMS
gamification concept
primary mathematics
gamification implementation
mathematics teachers
Chapter 3
METHODOLOGY
This study is a quantitative study conducted on Year 5 students from school in Teluk Intan,
Perak, 5 teachers were selected by purposive sampling as a sample of this study. A set of
questionnaires was used as the research instrument and has been distributed to the teachers
after a learning session by using gamification has been conducted. This questionnaire consist
of 3 parts that measure teachers’ concept and implementation using gamification in teaching
process. A total of 30 items were listed in the questionnaire in order to measure these aspects.

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ABSTRACT

questions for students. We investigated a classroom using gamification intended for

is effective in math education.

Mathematics is an extraordinarily broad field, and the creativity that is inherent in

mathematical study is poorly conveyed by the often-conventional educational methods used

learned concepts in problem-solving is often reported by students to be boring, dry, and

mathematics study at the post-secondary level is like.

games that the students intend to play during their breaks.

the use of gamification to solve this problem.

Gamification is the application of aspects such as “scenarios” and “competition” from a

classroom). A performance evaluation was conducted using gamification. First, teachers

priority to skills in answering exam questions and memorizing facts (Norzaharah

high-level thinking skills (KBAT) in the eyes of Mathematics Education lessons to be

2012). But unfortunately, the implementation of KBAT by Mathematics education teachers is

promote learning through access self. (ADD WHATS THE PROBLEM)

ADD MORE PROBLEMS MIN 5

variety economic background and family education level.

The objectives of this study:

i. To determine whether gamification can improve the motivation of students

towards learning mathematics

ii. To determine if the implementation of Gamification in teaching process of

mathematics can improve the academic score of Grade 4 students in Mathematics

iii. To determine the concept used of Gamification in teaching process of

questions of this study are :

i. How far teachers’ acceptance on gamification in teaching multiplication?

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