The effect of game-based learning toward conceptual understanding

Abstract

The aim of this study is to examine the effect of game based learning toward conceptual understanding in learning mathematics. This study was an experimental research with design non-equivalent group pre-test post-test which consisted two classes. This research was conducted in one of the junior high school in Yogyakarta Indonesia. The respondents in this research were 58 students with low proficiency. The experiment class was taught using game-based learning while the control class was taught in conventional ways without game. The effectiveness of game-based learning was analysed using Mann-Whitney test. The result of data analysis showed that (1) game-based learning was not effective viewed from conceptual understanding (2) there was difference in terms of conceptual understanding between students who taught using game-based learning and those who taught in conventional method. Game-based learning can be an effective learning method if in practice pay attention to several factors that may influence it.