Jurnal Theorems (The Original Reasearch Of Mathematics)

e-ISSN: 2528-102X
Volume 9, Nomor 1, Juli 2024
p-ISSN: 2541-4321
URL: http://ejournal.unma.ac.id/index.php/th

DEVELOPMENT OF FLIPPITY-BASED EDUCATIVE GAME

APPLICATIONS AS A MEDIA FOR MATHEMATICAL LEARNING
1* 2 3 4
Sukiyanto , Dewi Anggreini , Zainnur Wijayanto , Adelia Putri
1,3
Pendidikan Matematika Universitas Sarjanawiyata Tamansiswa
2
Pendidikan Guru Sekolah Dasar Universitas Sarjanawiyata Tamansiswa
4
Pendidikan Matematika Universitas Cokroaminoto Palopo

Corresponding Author*: Article Info:

Sukiyanto, Received 2024-07-01
Program Studi Pendidikan Matematika, Revised 2024-07-12
Universitas Sarjanawiyata Tamansiswa Accepted 2024-07-19
Jl. Batikan, UH-III Jl. Tuntungan No.1043, Tahunan, Kota Yogyakarta,
Daerah Istimewa Yogyakarta 55167, Indonesia.
*
Email: [email protected]
Contact Person: 086731854000

How to Cite:
Sukiyanto., Anggraeni, D., Wijayanto, Z,. & Putri, A. (2024). Development of Flippity-Based Educative Game
Applications as a media for mathematic learning. Jurnal Theorems (The Original Reasearch of Mathematics, 9(1),
198-209.

ABSTRACT

Mathematics learning is a learning process or interaction process between teachers and students which involves
developing students' thinking patterns in understanding or solving existing problems so that students are expected
to be able to apply them in everyday life. Educational games are currently an appropriate alternative for media
development, especially mathematics learning. On this basis, this research developed a Flippity-based educational
game application in mathematics learning which is expected to help improve students' quality and abilities in
learning. This type of research is development research. The research model used by this researcher is the ADDIE
model. Data collection in this research used observation and questionnaire methods, while the instruments used
were questionnaire sheets to obtain assessments from experts and questionnaire sheets for student response data.
Flippity-based educational game learning is analyzed using descriptive analysis, namely qualitative descriptive
analysis and quantitative descriptive analysis. The results of this research show that the average percentage (%)
given by validators is 84.5%, which is in the very feasible category, so that the Flippity-based mathematics
learning media (website) is very valid and can be tested. The average percentage result (%) given by students was
93.04%, which was included in the very practical category, so the Flippity-based mathematics learning media
(website) was very practical.
Keywords: Flippity, Mathematics, Educational Games, Learning Media,

INTRODUCTION
The development of the Industrial Revolution 4.0 era is not just a discourse. In this era,
information technology has become the basis of human life. This is both a challenge and an opportunity
for educational development. The rapid development of technology has had a major impact on the world
of education. This impact can be felt in the learning process, especially in accessing information as a
learning resource, both in online and offline learning contexts. So that during the learning process we
can access all the information needed and with various conveniences in using digitalization in this era
(Pradana & Pratama, 2022). Thus, the learning system in schools must be ready to make changes to
face the challenges of the industrial era 4.0 (Baiduri, 2019).

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e-ISSN: 2528-102X
Volume 9, Nomor 1, Juli 2024
p-ISSN: 2541-4321
URL: http://ejournal.unma.ac.id/index.php/th

On this basis, the average child born in the 2000s is a child belonging to the millennial category
who is no stranger to using digital technology (Rosiyanti et al., 2020). Children are used to using
technology in the form of smartphones, whether used for playing, communicating with other people or
for social media. Apart from that, in learning at school, teachers are also required to develop skills in
creating learning media (Siwi et al., 2018). There are various ways that teachers can use to make the
learning that takes place interesting for students, one of which is by using learning methods and media
in the form of educational games (Wahyono et al, 2020).
One learning model that can improve students' abilities and motivation in learning is a digital
game-based learning model or game-based learning (Twiningsih, 2022). Game based learning is a
game-based learning technique that can help increase the potential and quality of students in absorbing
knowledge (Mewengkang et al., 2018). Game-based learning is a tool that can help students solve
problems, improve critical thinking and make assessments in the learning process (Edo & Samo, 2017;
Pranoto, 2020).
One of the educational games that can be an appropriate alternative for media development,
especially mathematics learning, is Flippity. Flippity is a free, page-based app that can convert content
from templates in Google Sheets into educational activities or games that can be accessed easily without
any hassle. Using flippity is quite easy so it is highly recommended as a learning medium (Tetty, 2023).
Learning media also influences students' learning motivation, which is why teachers are expected to be
creative in choosing learning media (Azzizatunnisa, 2022). Learning mathematics is a scientific
discipline that can improve thinking and argumentation skills, contribute to solving daily problems and
in the world of work, and provide support in the development of science and technology. Apart from
that, mathematics learning is a teaching and learning process that contains two types of activities which
are inseparable, namely learning and teaching (Sukiyanto et al, 2024). These two aspects will
collaborate in an integrated manner into an activity when there is interaction between students and
teachers, between students and students and between students and the environment when mathematics
learning is taking place.
One of the educational games that can be an appropriate alternative for media development,
especially mathematics learning, is Flippity. Flippity is a free, page-based app that can convert content
from templates in Google Sheets into educational activities or games that can be accessed easily without
any hassle. Using flippity is quite easy so it is highly recommended as a learning medium (Tetty, 2023).
Learning media also influences students' learning motivation, which is why teachers are expected to be
creative in choosing learning media (Azzizatunnisa, 2022). Learning mathematics is a scientific
discipline that can improve thinking and argumentation skills, contribute to solving daily problems and
in the world of work, and provide support in the development of science and technology. Apart from
that, mathematics learning is a teaching and learning process that contains two types of activities which

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e-ISSN: 2528-102X
Volume 9, Nomor 1, Juli 2024
p-ISSN: 2541-4321
URL: http://ejournal.unma.ac.id/index.php/th

are inseparable, namely learning and teaching (Sukiyanto et al, 2024). These two aspects will
collaborate in an integrated manner into an activity when there is interaction between students and
teachers, between students and students and between students and the environment when mathematics
learning is taking place.
Several studies have used educational games, namely (Mulyati & Evendi, 2020; Pramuditya, et
al. 2018; Arifah et al: 2019). In research conducted by Mulyati & Evendi, (2020) entitled "Mathematics
Learning through Quizizz Game Media to Improve Middle School Mathematics Learning Outcomes"
explained in the results of their research that there was an increase in learning outcomes, the average
learning outcomes in cycle I was 63% and the II of 78%. In line with this, research conducted by
Pramuditya et al (2018) entitled "Android Based Educational Game Design on Mathematical Logic
Material" explains the results of their research, namely that the results obtained by educational games
are very valid with an average rating of 93.76% of the total. overall validator value. The Android-based
math educational game created is also very practical. This is shown by the average percentage for
students with a high ability level of 94.8%, students with a medium ability level of 94.2%, and students
with a low ability level of 92.2%. Furthermore, research conducted by Arifah et al (2019) entitled
"Development of a Bilomatics educational game to improve student learning outcomes in grade 1
elementary school mathematics subjects" whose research results showed that based on the pre-test and
post-test before and after playing the Bilomatics game was conducted on 25 students of SD N 77 Nayu
Surakarta, the N-Gain normality test value was obtained with an average increase of g=0.72. Thus, it
can be concluded that the Bilomatics educational game application is feasible and effective for use as
an alternative learning media in grade 1 elementary school.
Of the several previous studies, no one has examined the development of educational game
applications based on Fippity. This development research is important because it can help students solve
math problems more quickly and easily, and students will be actively involved and create fun learning.

METHOD
This type of research is development research. The research model used by this researcher is the
ADDIE model, which stands for Analysis, Design, Development or Production, Implementation or
Delivery and Evaluation. The ADDIE model was developed by Mark and Cry (1996) to design learning
systems. Where the steps in developing learning media must go through several stages, namely: (1)
Analyze, (2) Design, (3) Development, (4) Implementation, and (5) ) Evaluation (Evaluation).
In order to produce product specifications that can help students when learning and train students'
abilities to think quickly and critically, several situation analyzes or identifications need to be carried
out, including: Identifying Student Needs, Identifying Learning Goals, and Identifying
Content/Learning Materials.

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e-ISSN: 2528-102X
Volume 9, Nomor 1, Juli 2024
p-ISSN: 2541-4321
URL: http://ejournal.unma.ac.id/index.php/th

Table 1 Identification of problems

No Identification Problems found
Students need media that can stimulate enthusiasm for learning
1. Student needs
Students need media that is very easy to use
2. Learning objectives Mathematics learning outcomes have not been maximized
3. Content/Learning Students have not been able to solve problems in integer
Materials arithmetic operations

Product development testing activities are carried out as a formative evaluation consisting of
trials by material experts and media experts, and trials by small groups of 5 students.
The instruments used to collect data are: First, a questionnaire sheet to obtain assessments from
experts including peer reviewers and teachers. Aspects of the Flippity-based educational game learning
media assessment criteria used in this assessment are: 1) material presentation aspect, 2) curriculum
aspect, 3) activity or experiment aspect, 4) learning evaluation aspect, 5) implementation aspect, 6)
display quality aspect , 7) linguistic aspects, and 8) aspects of sentence clarity.
Second, the questionnaire sheet used to obtain student response data. Aspects of student response
criteria collected in this research are: 1) Ease of understanding the lesson, 2) Independence in learning,
3) Interest in Flippity-based educational game learning media, 4) Usefulness of the media, and 5) Ease
of use.
The product quality test data analysis technique aims to determine the quality of learning media
using Flippity-based educational game learning media based on responses from material experts and
media experts and a reviewer group consisting of 2 lecturers. Apart from that, a limited trial data
analysis technique was also carried out on junior high school students with the aim of finding out the
effectiveness of Flippity-based educational game learning media based on their responses.
Middle school students' responses to Flippity-based educational game learning media were
analyzed descriptively, namely qualitative and quantitative descriptive analysis. The qualitative
descriptive analysis method is data processing carried out by arranging it systematically in the form of
sentences or words, categories to find conclusions (Agung, 2014). Qualitative descriptive analysis
techniques are used to group qualitative data such as interview results, product feasibility values,
criticism, comments and suggestions that will be used to improve the product being developed. The
quantitative descriptive method is data processing carried out by arranging it systematically in the form
of numbers or percentages to find conclusions (Agung, 2014). Quantitative descriptive analysis
techniques are used to process data obtained through questionnaires in the form of scores in the form
of percentage descriptions.

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e-ISSN: 2528-102X
Volume 9, Nomor 1, Juli 2024
p-ISSN: 2541-4321
URL: http://ejournal.unma.ac.id/index.php/th

The product validation questionnaire grid by experts and the adapted student response
questionnaire grid are as follows:
Table 1. Product Validation Questionnaire Grid by Material Experts
No Aspect Indicator
1 Quality of Content and Compatibility with KD
Purpose Clarity of learning objectives
Clarity of learning flow
Material suitability
Clarity of the material presented
The depth of the material presented
Ease of understanding the material
Quality of practice questions
Accuracy of language use
2 Quality of learning Clarity of instructions for media use
Accuracy of feedback on practice questions
Ease of learning
Means of interaction between teachers and students
Independent learning
The desire to study other material with similar media

Table 2. Product Validation Questionnaire Grid by Media Experts

No Aspect Indicator
1 Integration Color combination
Ease of navigation
Clarity of instructions
2 Balance Button placement
Writing layout
3 Letter Shapes Font type suitability
Appropriate font size
Variations in font size and type
Text/sentence readability
4 Color Matching background color
Matching color of writing
Button color matching
Attractive images and animations
5 Language Language accuracy
Sentence accuracy

Table 3. Student Response Questionnaire Grid

No Aspect Indicator
1 Quality of Content and Clarity of instructions for use
Purpose Clarity of material discussion
Clarity of learning flow
2 Engineering Quality Clarity of display, color, navigation
Text readability
Practice questions and feedback
Ease of use of the application
3 Quality of learning Ease of learning
Providing assistance in learning
Independent learning
The desire to study other material with similar media

The analysis technique for this research is product validation analysis and student practicality
analysis. The percentage in the validation questionnaire is found using the following formula:

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e-ISSN: 2528-102X
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p-ISSN: 2541-4321
URL: http://ejournal.unma.ac.id/index.php/th

𝑡ℎ𝑒 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑐𝑜𝑟𝑒𝑠 𝑔𝑖𝑣𝑒𝑛 𝑏𝑦 𝑡ℎ𝑒 𝑣𝑎𝑙𝑖𝑑𝑎𝑡𝑜𝑟

𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 = × 100%
𝑚𝑎𝑥𝑖𝑚𝑢𝑚 𝑠𝑐𝑜𝑟𝑒

The resulting product validation criteria are in Table 4.

Table 4. Validity Criteria for a Product

Value weight Category Evaluation
5 Very worthy 80 < N ≤ 100
4 Worthy 60 < N ≤ 80
3 Not Worth It 40 < N ≤ 60
2 Not feasible 20 < N ≤ 40
1 Totally Not Worth It 0 < N ≤ 20

If the validation results obtained are more than 60% then the product meets the appropriate
criteria so it can be said to be valid and can be tested and if the student response results obtained are
more than 60% then the product can be said to be practical. The practicality criteria for the products
produced are stated in Table 5:

Table 5. Practicality Criteria for a Product

Value weight Category Evaluation
5 Very Practical 80 < N ≤ 100
4 Practical 60 < N ≤ 80
3 Less Practical 40 < N ≤ 60
2 Impractical 20 < N ≤ 40
1 Very Impractical 0 < N ≤ 20

Each stage in media development is always evaluated by collecting data that is used to improve
the resulting development product. This evaluation is carried out to measure and assess learning
products resulting from validation questionnaires by experts and practicality questionnaires by students
to determine the level of product feasibility.

RESULTS AND DISCUSSION

In general, the media model has a main menu in the form of a Wordwall when you enter the
website. This page displays the material and practice questions presented. Users can go directly to the
main menu. Where the main menu consists of evaluations for working on practice questions from the
entire material by clicking on the various templates that are available. The templates presented include
learning in mazes, quizzes, random wheels, and others. The evaluation will display the score obtained
by the student after completing all the questions contained in it. The following is a partial display of the
resulting Flippity (Website) based learning media:

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e-ISSN: 2528-102X
Volume 9, Nomor 1, Juli 2024
p-ISSN: 2541-4321
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Figure 1. Main Menu Page

Figure 2. Example Question Page

Figure 3. Template page

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Figure 4. Score page

Based on the results of validation carried out by 4 validators, namely 2 material experts and 2
media experts. The results of the validation of the data obtained by experts are as follows:
Table 6. Material Validation Questionnaire Result Data
Validator Criteria Percentage Value
Validator 1 60 80% Worthy
Validator 2 68 90,67% Very worthy
Validator 3 59 78,67% Worthy
Amount 187 83% Very Worth It

Table 7. Media Validation Questionnaire Results Data

Validator Criteria Percentage Value
Validator 1 59 78,67% Worthy
Validator 2 70 93,3% Very Worth It
Validator 3 65 86,67% Very Worth It
Amount 194 86% Very Worth It

Table 8. Average Percentage Level of Learning Media Appropriateness

Validator Percentage Value
Ahli Materi 83% Very Worth It
Ahli Media 86% Very Worth It
Rata-Rata 84,5% Very Worth It

The average percentage result (%) given by the validator is 84.5% which is in the very feasible
category, so the Flippity-based mathematics learning media (website) is very valid and can be tested.

Presentation and analysis of data from the results of small group trials on the development of
Flippity-based educational game products as learning media. The subjects for the small group trial
consisted of 5 students in the form of a student response questionnaire presented in Table 9.

Table 9. Student Response Data in Small Group Trials

Students Amount Percentage Description

1 67 89,3% Very Practical
2 70 93,3% Very Practical
3 73 97,3% Very Practical
4 67 89,3% Very Practical
5 72 96% Very Practical
Amount 349 93,04% Very Practical

The average percentage result (%) given by students is 93.04% which is included in the very
practical category, so the Flippity-based mathematics learning media (website) is very practical.
Based on the research results obtained, it can be seen that the learning media that have been
validated by experts and tested, namely small group and large group trials with questionnaire

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e-ISSN: 2528-102X
Volume 9, Nomor 1, Juli 2024
p-ISSN: 2541-4321
URL: http://ejournal.unma.ac.id/index.php/th

assessments, have been revised. These revisions are in accordance with comments or suggestions given
by validators and students who have been declared worthy because their validity has been tested by
practical validators because they have been tested on small and large groups until they meet very
practical criteria so that the Flippity-based mathematics learning media (website) is easily accessible
and can be supports the learning process both inside and outside the classroom. In addition, Flippity
provides board game templates that can be utilized by teachers in face-to-face and online learning,
enabling screen sharing and game implementation during online learning (Aribowo, 2024). So Flippity
can support abilities and help students solve problems during online learning (Gerovasiliou & Zafiri,
2017).
Furthermore, the test results are limited to table 9, namely the highest score and stated to be
very practical at 97.3%. It can be seen that Flippity-based learning media (website) can attract students'
interest in the learning process, because learning becomes fun. Apart from that, learning in the current
technological era has become mandatory for educators to utilize technology. Educational games act as
learning tools that can encourage active and participatory learning. These results are also in line with
the results of research conducted by Dewi & Sadjiarto (2021) which states that educational games act
as learning tools that can encourage active and participatory learning. Apart from that, educational
games can also influence students' learning motivation (Nisa & Susanto, 2022). Educational games are
games that have been specially prepared to direct students (users) to selected learning activities, apart
from that, these educational games can help students in a fun learning process (Novaliendry, 2013).
Learning using the concept of learning while playing makes students more active in the learning process
(Suryawirawati, et al., 2018; Naimah et al, 2019).
The results of the analysis carried out by researchers found that this Flippity (website) based
learning media had several advantages and obstacles during the research. The advantage is that this
media has an attractive design appearance, both in terms of color, writing, images and animation. This
media is easy to operate, understand and easy for students to understand, the buttons in this media can
function properly according to the instructions for using the media. The material and practice questions
are in accordance with KD and are accompanied by pictures and animations so that students do not feel
bored when using them.
Another advantage is that this media can be used independently both at school and outside of
school because this media is easy to obtain via the website. This media is also equipped with a
discussion and at the end of the evaluation there are results of student assessment scores using this
learning media. However, apart from these advantages, there are several obstacles that arise when using
Flippity-based learning media, one of which is that during the research, students were hampered by
unstable internet networks and so on. Apart from that, students who have low abilities will find it

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e-ISSN: 2528-102X
Volume 9, Nomor 1, Juli 2024
p-ISSN: 2541-4321
URL: http://ejournal.unma.ac.id/index.php/th

difficult to learn independently using Flippity-based learning media so that students must always be
accompanied when learning..

CONCLUSIONS AND RECOMMENDATIONS

Based on the results of research data analysis and discussion, it can be concluded that the
assessment carried out by validator experts was 84.5% and the results of trials with students were
93.04%, so it can be concluded that the Flippity-based educational game application is declared valid
and practical so that it can facilitate students in the learning process both inside and outside the
classroom. Apart from that, this Flippity-based educational game application can make it easier for
students to learn independently and easily understand the content of the material being taught.
Meanwhile, in the research that has been carried out, there are several recommendations that
teachers need to use game applications in every learning process so that students are more creative and
can export technology-based learning media.

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