The Development of a Mathematics Learning Model Using Problem–Based and Activity–Based Learning Together with the Concept of Gamification to Enhance Mathematical Solving and Reasoning Abilities and Self–Regulatory Capacity of Middle School Students

Abstract

The purposes of this research were to 1) study of basic information and needs for the development of mathematics learning models 2) develop and find the quality of a mathematics learning model using problem–based and activity–based learning together with the concept of gamification. The participants consisted of 6 teachers and experts in mathematics teaching, 3 experts in gamification and self-regulation, 88 students were selected by 2-stage random sampling and using simple random sampling. Research instrument: 1) Document analysis form 2) Interview form for opinions on mathematics teaching 3) Interview form regarding opinions on gamification and self-direction ability 4) Needs Assessment Questionnaire 5) Evaluation form for certification and 6) Quality assessment form. The statistics used for data analysis were content analysis, mean, standard deviation, and t-test. The research showed that: 1. mathematics learning models should focus on participation, allowing learners to solve problems and practice reasoning through hands-on activities, peer learning, and reflection, using problems that are close to real-life contexts. Create challenges and competition by using gamification technology as a motivation for learners to participate. Learners have the highest expectations regarding mathematics learning and teaching. 2. Mathematics learning model (RPDE Model) consisted of 5 components: 1) Theoretical principles, 2) Goals of the model, 3) Learning process, 4) Measurement and evaluation, and 5) Factors that contribute to learning. The overall quality and appropriateness assessment is at the highest level.