Evaluating the Effectiveness of Game-Based Learning with Geometry Dash on Grade III Students’ Numeracy Skills

Abstract

The numeracy ability of elementary school students, especially in the lower grades, is still relatively low. This study aims to analyze the Game-Based Learning learning model assisted by the Geometry Dash digital game media on the numeracy ability of third-grade students. The method used is a quasi-experiment with a Nonequivalent Control Group Design, which involves the experimental and control groups. The population of this study was all third-grade students, totaling 413 students. A cluster random sampling technique determined the sample through two stages of drawing. The method and instrument for data collection in this study used a test method. Data on students' numeracy ability were obtained through an objective test instrument in multiple-choice questions and analyzed using a t-test after fulfilling the prerequisites for normality and homogeneity tests. The t-test results show that the t_count value is 5.402 and the t_table is 1.996 at a significance level of 5% with degrees of freedom (dk) of 66. Because the t_count is greater than the t_table, H₀ is rejected and Hₐ is accepted. This means there is a significant difference in numeracy skills between the group that was taught using the Geometry Dash Game-Based Learning model and the group that was not. Thus, this learning model has been proven to have a positive and significant effect on the numeracy skills of third-grade students. The implications of this finding point to the need for teachers to begin exploring innovative learning models that are technology-based and based on student interests.