Muhammad Ghiyats Ristiana, - and Wahyudin, - and Tatang Herman, - and Nurjanah, - (2025) PENGARUH BLENDED LEARNING BERBANTUAN GAMIFIKASI TERHADAP PEROLEHAN DAN PENINGKATAN KEMAMPUAN KOMUNIKASI MATEMATIS MAHASISWA CALON GURU SEKOLAH DASAR DENGAN MEMPERHATIKAN SELF-REGULATED LEARNING. S3 thesis, Universitas Pendidikan Indonesia.
Abstract
Kemampuan komunikasi matematis (KKM) menjadi salah satu hal yang penting untuk dimiliki seseorang, terutama bagi guru sekolah dasar. Namun, kemampuan komunikasi matematis yang dimiliki oleh calon guru sekolah dasar masih kurang. Salah satu model pembelajaran yang mungkin dapat mengatasi hal tersebut adalah blended learning berbantuan gamifikasi. Berdasarkan itu, penelitian ini bertujuan untuk menganalisis dan mendeskripsikan secara komprehensif tentang pengaruh blended learning berbantuan gamifikasi terhadap perolehan dan peningkatan kemampuan komunikasi matematis mahasiswa calon guru sekolah dasar dengan memperhatikan tingkat self-regulated learning. Metode dalam penelitian ini adalah mix method dengan desain explanatory sequential. Tahap kuantitatif dilakukan terlebih dahulu dengan desain one group pretest-posttest, factorial design 3x2, dan analisis korelasi. Kemudian dilanjutkan tahap kualitatif dengan menggunakan perspektif grounded theory untuk memperoleh konjektur yang mengaitkan self-regulated learning dengan kemampuan komunikasi matematis mahasiswa calon guru sekolah dasar. Dari penelitian ini diperoleh kesimpulan: 1) terdapat perbedaan pengaruh tingkat self-regulated learning terhadap peningkatan KKM; 2) terdapat efek interaksi antara pembelajaran dan tingkat self-regulated learning terhadap perolehan KKM; 3) KKM mahasiswa yang memiliki tingkat self-regulated learning tinggi pada mahasiswa yang mendapatkan blended learning berbantuan gamifikasi dapat memberikan penjelasan matematika menggunakan bahasa sendiri, menyampaikan hubungan antar konsep matematika, menggunakan simbol atau notasi matematika, menggunakan diagram, grafik atau gambar sebagai pendukung untuk menjelaskan konsep matematika, mengidentifikasi variabel yang relevan, menyusun persamaan atau fungsi, menggambarkan situasi masalah dalam bentuk grafik, diagram, tabel atau ilustrasi lain, menggunakan prinsip atau aturan matematika, membuktikan suatu pernyataan matematika menggunakan argumen yang logis, mengidentifikasi ide matematika, membandingkan beberapa cara penyelesaian, mengubah representasi masalah, dan membuat solusi alternatif. Mathematical communication ability (MCA) has become one of the important qualities for someone to possess, especially for elementary school teachers. However, the mathematical communication ability possessed by prospective elementary school teachers are still lacking. One of the learning models that might address this issue is gamified blended learning. Therefore, this research aims to comprehensively analyze and describe the influence of gamification-assisted blended learning on the acquisition and improvement of mathematical communication ability of prospective elementary school teacher students, considering the level of self-regulated learning. The method in this study was a mixed method with an explanatory sequential design. The quantitative stage was conducted first with a one group pretest-posttest design, a 3x2 factorial design, and correlation analysis. This was followed by the qualitative stage using a grounded theory perspective to obtain conjectures linking self-regulated learning with the mathematical communication skills of prospective elementary school teacher students. From this research, the conclusions are as follows: 1) there is a difference in the effect of the level of SRL on the improvement of MCA; 2) there is an interaction effect between learning and the level of self-regulated learning on the acquisition of mathematical communication ability; 3) the mathematical communication ability of students with a high level of self-regulated learning who receive blended learning with gamification assistance can explain mathematics using their own language, convey relationships between mathematical concepts, use mathematical symbols or notations, use diagrams, graphs, or images as supporting tools to explain mathematical concepts, identify relevant variables, formulate equations or functions, depict problem situations in the form of graphs, diagrams, tables, or other illustrations, use mathematical principles or rules, prove a mathematical statement using logical arguments, identify mathematical ideas, compare several solution methods, change problem representations, and create alternative solutions.
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| Item Type: | Thesis (S3) |
|---|---|
| Additional Information: | https://scholar.google.com/citations?user=xbXAlrYAAAAJ&hl=en&oi=ao ID SINTA Dosen Pembimbing Wahyudin: 5991845 Tatang Herman: 5986217 Nurjanah: 5995393 |
| Uncontrolled Keywords: | blended learning, gamifikasi, kemampuan komunikasi matematis, self-regulated learning blended learning, gamification, mathematical communication ability, self-regulated learning |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB2300 Higher Education Q Science > QA Mathematics |
| Divisions: | Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Pendidikan Matematika - S3 |
| Depositing User: | Muhammad Ghiyats Ristiana |
| Date Deposited: | 10 Jul 2025 06:28 |
| Last Modified: | 31 Jul 2025 08:00 |
| URI: | http://repository.upi.edu/id/eprint/134378 |
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