Enhancing Students' Interest in Mathematics Learning Through Wayground-Assisted Game-Based Learning

Abstract

Many students in senior high school still perceive mathematics as a difficult and unengaging subject, resulting in low learning interest that hinders their active participation in the learning process. This study aims to examine the effect of Wayground-assisted game-based learning on students' learning interest in mathematics, specifically on the Three-Variable Linear Equation Systems (TVLES) topic among Grade X senior high school students. This study employed a quantitative approach with a quasi-experimental method and a non-equivalent control group design. The sample consisted of 28 students in the experimental class (X Ibnu Sina) and 28 students in the control class (X Ibnu Hayyan). Questionnaires and documentation were used to gather data. A  learning interest questionnaire comprising measures of enjoyment, attractiveness, focus, and active participation was the instrument utilized. Data were analyzed using descriptive statistics, normality test, homogeneity test, and independent sample t-test. The results showed that the experimental class's mean score increased from 54.25 to 62.36, while the control class's mean score decreased from 58.79 to 56.46. The hypothesis test yielded a significance value of 0.001 (p < 0.05), indicating that Wayground-assisted game-based learning significantly affected students' learning interest in mathematics. These findings suggest that Wayground can serve as an effective and engaging digital learning medium to enhance students' learning interest in mathematics, making it a promising alternative to conventional teaching approaches.