An Investigation of Elementary Students’ Motivation in Learning

Two-dimensional Shapes through Game

Muhammad Islahul Mukmin, Suhendrianto, Imam Rofiki, Dimas Femy Sasongko and Marhayati

Universitas IslamNegeri Maulana Malik IbrahimMalang, Jl. Gajayana No. 50 Malang, Indonesia

Keywords: Students’ Motivation, Two-dimensional Shapes, Game.

Abstract: The purpose of this study is to investigate elementary students’ motivation in learning two-dimensional shapes

through a game. The study was conducted in 4

grade students in an Islamic Elementary School. Data were

gathered from a classroom observation, a questionnaire, and some interview. Data were analyzed using three

steps, namely reducing data, displaying data, and drawing a conclusion. The result of the analysis data

indicated that the elementary students' motivation was very high in learning of two-dimensional shapes using

game. Therefore, teachers can use this game to encourage elementary students’ motivation in learning two-

dimensional shapes.

1 INTRODUCTION

Some elementary school students consider the two-

dimensional shapes to study geometry as a difficult

material. Several studies identified students’

difficulties in learning geometry, among them

painting pictures and understanding the

characteristics of images(Ayan and Bostan, 2018;

DeJarnette and Gonzalez, 2017; Dindyal, 2015;

Leavy et al., 2018; Papageorgiou and Xenofontos,

2018). Furthermore, Dindyal said that images can

help students understand the concept of geometry, but

images also have limitations depending on the

learning model used by the teacher.

Piaget identifies the age of 4th grade elementary

school children corresponding to concrete operational

development stages characterized by the ability to

organize knowledge into logical categories that still

involve real experience (Geary and Berch, 2016).

This means they need a concrete example of the

learning experience to build their knowledge. Thus,

the geometry learning media needs to be designed

with attention to concrete examples. Even so,

knowledge organizations with the provision of

concrete examples for this two dimensional shapes

still have weaknesses. The conceptual weakness of

two dimensional shapes like a circle is only a concept

that has no example in the real world. In this case, the

researchers believe that the provision of concrete

examples is the right medium to teach two-

dimensional shapes at the elementary school level.

Thus, the use of geometry learning media becomes

very important in order to optimize student learning.

Geometry learning for elementary students must

be well prepared and implemented because good

geometry learning will be a means that can deliver

students' success in learning mathematics.Dindyal

(2015)advocates collaboration between students and

students and collaborates with students in learning

geometry so that learning involves various

approaches, social interaction, and even play. Game

learning ensures social interaction between students

and students.

Bandura (2012) defines the mechanism of human

learning as a series of repeated interactions between a

person's character, environment, and behavior.

Student learning becomes very effective when they

have good self-regulation, that is when students are

able to understand, monitor, and control motivation

and behavior towards the expected learning goals

(Bandura, 2012; Glynn et al., 2011).

Teachers can use game learning media to increase

students' desire/motivation. In this study, the game

media used was Snake and Ladder. Unlike the typical

Snake and Ladder game, this media contains two

dimensional shapes. The advantages of this media can

improve students' social interaction and memory.

Learning media is played at least by two people who

competed first reached the last position.

In fact, knowing the motivation of students in

learning mathematics is not an easy matter.Glynn et

506

Mukmin, M., Suhendrianto, ., Roﬁki, I., Sasongko, D. and Marhayati, .

An Investigation of Elementary Students’ Motivation in Learning Two-dimensional Shapes through Game.

DOI: 10.5220/0008524505060509

In Proceedings of the International Conference on Mathematics and Islam (ICMIs 2018), pages 506-509

ISBN: 978-989-758-407-7

al.(2011) suggests that in knowing the motivation to

learn mathematics, it needs to be seen why students

try to learn mathematics, how they feel when trying

to learn mathematics, how intense their efforts are,

and how long their works.

2 METHOD

The purpose of this study is to investigate students’

motivation of elementary school in two dimensional

learning through learning game. The subjects of this

research were three 4th grade students of Madrasah

Ibtidaiyah Al Hidayah Blitar, Indonesia.The study

used descriptive-qualitative research. The descriptive

research aims to describe phenomena that are little

known or to identify a new phenomena (Dulock,

1993).Creswell (2012) states that qualitative research

is aimed to understand the phenomena which

contains behavior, perception, action.Supporting

instruments in this study consisted of motivation

questionnaires, observation sheets, and interviews.

Subjects in this study were drawn from students

with different mathematical abilities (low, moderate,

and high) who had an equal level of motivation. The

level of motivation is divided into 3 criteria, namely

low (0 <tm≤2), moderate (2 <tm≤3), and high (3

<tm≤4). Student’s mathematical ability is shown by

the value of the third grade raport. Subsequently, 3

students were selected as subjects, i.e. S1 (high

mathematical ability), S2 (moderate mathematical

ability), and S3 (low mathematical ability).

Researchers used six motivational factors used to

design a motivational questionnaire. Questionnaire

motivation was adapted fromTuan et al. (2005)which

includes self efficacy, active learning startegies,

mathematics learning value, performance goals,

achievement goals, learning environment

stimulation.Researchers also used motivation scale

by Vallerand et al. (1992) which involves intrinsic,

extrinsic, and amotivation. The students’ motivation

questionnaire is presented in Table 1.

Table 1: Students’ motivation questionnaire.

Motivation by Vallerand et al. (1992)

Intrinsi

Extrinsic

Amotivatio

Motivation by

Tuan et al. (2005)

Self

Efficacy

I am sure

that I am

confident.

I am

confident to

able to

understand

subject as

difficult as

possible.

I need to be

motivated.

I feel that I

am able to

understand

a difficult

lesson.

I am not

confident.

I did not

study hard

if the lesson

was

difficult.

Active

Learning

Strategie

I always try

understand

and write a

new lesson.

I always

connect a

new lesson

with the

lesson.

understand

and write

lesson if

other

people

ordered me.

I study hard

if my

course was

not good.

I feel that

understandi

ng and

writing a

new lesson

is not

useful.

Science

Learning

Value

I feel happy

and

satisfied

because

having a

knowledge

and skill.

I feel this

lesson is

useful for

my life.

I have no a

new

knowledge

and skill

from this

lesson.

Performa

nce Goal

I feel happy

and

satisfied if I

could do

better one.

I feel happy

and

satisfied if

other

people

praised me

I feel that

my effort

was not

appreciated.

Achieve

ment

Goal

I feel happy

and

satisfied if I

could solve

problem.

I feel happy

and

satisfied if I

gotten

reward or

punishment

which

suitable

with my

effort.

I feel no

one care

with me

and what I

did.

Learning

Environ

ment

Stimulati

I feel happy

and

satisfied if I

could use

well place

and source

of learning.

I feel happy

and

satisfied if I

could select

place and

source of

learning.

I feel my

learning

environmen

t was not

supporting.

An Investigation of Elementary Students’ Motivation in Learning Two-dimensional Shapes through Game

507

3 RESULTS AND DISCUSSION

Table 2 showsthe answers of student’s motivational

quissionaire.

Table 2: Resultof students’ motivation questionnaire.

Note:

Intrinsic motivation : 1,4,7,9,15,21

Extrinsic motivation : 5,10,13,16,19

Amotivation : 2,8, 12, 17,18, 20, 22

3.1 Intrinsic Motivation Description in

Learning Geometry through Game

All subjects showed high intrinsic motivation in

learning two dimensional geometry based on the

questionnnaires given and interview conducted.

Based on questionnaire item Number 12, all subjects

feel happy and satisfy because they can show their

effort in learning, especially S1. This indicates that

snake and ladder game used in learning two

dimensional shapes can provide equal opportunities

among students in learning two dimensional

geometry. Based on questionnaire item number 18, all

subjects feel happy and satisfy as they can utilize

learning place and learning resources, especially S1.

This indicates that there is dependent situation from

the whole subject with learning place, learning

resource, or learning media. This finding in line with

the statement from Cook and Artino Jr. (2016) who

state that human learning proses is influenced with

interaction among personal, behavioral, and

environmental factors. Eventhough learning media is

categorized as extrinsic factors, the extrinsic

motivation can translated to be intrinsic motivation if

that motivation is integrated and internalised (i.e

student think that mastering the learning media as a

competency).

3.2 Extrinsic Motivation Description in

Learning Geometry through Game

All subjects indicated high extrinsic motivation based

on questionnaires given and interview conducted.

Based on questionnaires item Number 2, all subjects

feel confident in understanding two dimensional

geometry right after using Snake and Ladder Game.

Based on questionnaires item number 8,all the

subjects will study hard when they get bad

score.Hence, all the subjects are motivated from the

Snake and Ladder Game. This is suitable with

Muntean who stated that gamification not only using

extrinsic motivation such as level, points, and badge

but also can combine intrinsic motivation such as the

effort of mastery, autonomy, and sense of

belonging(Richter et al., 2015). Based on

questionnaires item Number 22, all the subjects is feel

assisstedby Snake and Ladder Game because this

game freed students to communicate, to cooperate,

and interact with the other students.Malone stated that

competition, social interaction, and cooperation can

influence player behaviour(Richter et al., 2015).

3.3 Amotivation Descriptionin

Learning Geometry through Game

Based on questionnaires item Number 17 and 20, all

subjects feel that they have received enough

attentionfor what they capable of in learning. All the

subjects also think that their environment is still

optimum to study. This indicates the optimisme from

all the subjecs such that they could avoid amotivation

caused by their environment.

4 CONCLUSIONS

The result of this study indicates that the game

fortwo-dimensional geometry could provide high

motivation to students. Those high motivation consist

of extrinsic motivation, intrinsic motivation, and

amotivation. Snake and Ladder Game for two-

dimensional geometry facilitates an intens

interactions between students to the other students,

and interactions between students and teacher. These

interactions were an effective. Researchers also admit

that, it would be impossible to mention the example

of two-dimensional geometric shape in real life.

Hence, the problem remained was teaching two-

dimensional as an abstract concept which uncovered

by this game.

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