Gamification for Elementary Mathematics Learning in Indonesia

International Journal of Electrical and Computer Engineering (IJECE)
Vol. 8, No. 5, October 2018, pp. 3860~3865
ISSN: 2088-8708, DOI: 10.11591/ijece.v8i5.pp3860-3865  3860
Journal homepage: http://iaescore.com/journals/index.php/IJECE
Gamification for Elementary Mathematics Learning
in Indonesia
Yogi Udjaja1
, Vincent Sadino Guizot2
, Natalia Chandra3
1,3
Computer Science Department, School of Computer Science, Bina Nusantara University, Jakarta, Indonesia 11480
1,2
Ekspanpixel, Jakarta, Indonesia 11480
Article Info ABSTRACT
Article history:
Received Jun 30, 2018
Revised Sep 20, 2018
Accepted Sep 28, 2018
The purpose of this research is to combine multimedia elements and
mathematics learning material to a mathematic learning interactive
application. Research and design methodology that used is Game
Development Life Cycle (GDLC) which consist of initiation, pre-production,
production, testing and release. Content inside the game is made using
gamification and expert system concept. The result of this research is an
interactive learning game to support student to understand mathematic
materials. The purpose of this application is to help student to learn
mathematic in an interactive and interesting way, to deliver mathematic
material easily.
Keyword:
Elementary mathematics
learning education
Expert system
Gamification
GDLC
Indonesia
Learning instrument
Copyright © 2018 Institute of Advanced Engineering and Science.
All rights reserved.
Corresponding Author:
Yogi Udjaja,
Computer Science Department,
School of Computer Science,
Bina Nusantara University,
Jl. K.H. Syahdan No. 9, Kemanggisan, Palmerah, Jakarta Barat, Indonesia 11480.
Email: yogi.udjaja@binus.ac.id
1. INTRODUCTION
Indonesia is one of the biggest country with population about 250 million people [1] Many
Indonesia people interested on continuing their study but could not because of economic problem, because of
it, many people choose to work instead of education. Whereas, in Constitution of the State of Republic of
Indonesia 1945 Article 31 chapter 1 stated that “Every citizen shall have the right of education”, and on
chapter 3 asserted that “The government seeks and organizes a national education system that enhance faith
and piety and noble character to educate the life of the nation which is regulated by law” [2]. It is discussed
in the Elucidation of Law of the Republic of Indonesia number 20 year 2003 on National Education System
that stated, “All component of the nation must educate the life of the nation which is one of the goals of the
state of Indonesia” [3].
In article 1 paragraph 1 of Law of the Republic of Indonesia number 20 year 2003 on National
Education System stated that “Education is a conscious and planned effort to create an atmosphere of
learning and learning process so that learners actively develop their potential to have spiritual power, self-
control, personality, intelligence, noble character, and skills that needed for himself, society, nation and
state”. Inferences obtained is that the education can increase the potential within someone, which indirectly
can improve the economy of the community [4]. To help this, the United Nation (UN) also raised the
educational factor into its program established in Sustainable Development Goals (SDGs) [5].
To increase the interest and quality of education is not only government responsibility but also the
responsibility of everyone in Indonesia. Therefore, this research is focused in learning mathematics.
According to reference [6], someone mathematics ability id directly proportional to someone creativity and

Int J Elec & Comp Eng ISSN: 2088-8708 
Gamification for Elementary Mathematics Learning in Indonesia (Yogi Udjaja)
3861
affects the state’s economy. Form the mathematical achievement, it can gained predict “academic success,
future employment, economic productivity [7] and health [8]”.
Nowadays, Mathematic is one of the compulsory subjects that taught at elementary school, junior
high school, and senior high school. In general, student think that mathematic is one of the hardest subject,
because student must memorize formula, follow the examples of the completion of the given problem, and
delivery lesson material that is considered less interesting.
In studying mathematics, student think must have a strong memory to memorize all the existing
formulas. However, what is needed is an understanding of a mathematical problem using right formula. Right
now, almost every mathematic textbook includes problem and solutions examples. It aims to enable learners
to fully understand the material they are learning. However, the learner tends to follow the solution of the
given problem, so when the given problem slightly different from given example, the learner has difficulty
solving it.
According to the survey, the most common method of teaching in schools is listening to teacher
explanations. When students do not understand the given explanation, they will ask the teacher to give further
explanation. Although this method is used by almost teacher while teaching, this method does not guarantee
all the students can follow the lesson well. In addition, there is a tendency for students to feel saturated
quickly. These are called dyscalculia, where dyscalculia is a person’s inability to learn mathematics [6].
According to reference [9], dyscalculia experienced by each person is different, and its effect on each stage
of human development also different. This happens because of visual-spatial and language-processing
difficulties. Visual-spatial difficulties are a person’s problem in processing what is seen. Language-
processing difficulties are a person’s problem in processing and understanding what is being heard.
According to refrence [10] there are factors in which one’s learning style is also related to
psychological, which depends on the readiness of a person to think, feel, hear and practice. When someone
has considered something unattractive then learning will be easily forgotten, because it is not repeated
(trained). Therefore, it takes an application or teaching application that can deliver the material by attracting
and facilitating the learner to understand it.
2. RESEARCH METHOD
In this research, method that used is game development life cycle (GDLC), where there is initiation,
pre-production, production, testing and release [11]. Figure 1 shows the game contents are made using
gamification method and expert system.
Figure 1. Game development life cycle content system
According to refrence [11]-[15], gamification is a creative way of learning that has a tremendous
power of influence to improve the level of learning independence and improve someone mathematic skills,
subsequently expert system is needed to create content from mathematical learning. At the time of the test,
this study was conducted using pre-test and post-test, where the result obtained viewed based on
experimental results at the beginning and at the end after the user tried the created game. This is made to
prove whether the game created can improve someone mathematic skill or not. In making a game, it requires
a strong attraction, because it deals with human psychology. Everyone who plays games must have a
different feeling about a game, but how do we get someone to survive in game play requires a good user
interface (UI), user experience (UX) and game play experience (GX). Therefore, a survey is also made to
obtain the results of the evaluation.
3. SIMILAR APPLICATION COMPARISON ANALYSIS
There are several applications that been developed before, as a part of the game development life
cycle, analysis to similar application been done. There are 3 application that been analysis which are Magic
Math, Mahir matematika kelas 6 SD, kumpulan soal interaktif kelas 6A.

 ISSN: 2088-8708
Int J Elec & Comp Eng, Vol. 8, No. 5, October 2018 : 3860 – 3865
3862
Table 1. Similar Application Comparisons
Magic Math Mahir Matematika Kelas 6 SD
Kumpulan Soal Interaktif
Kelas 6A
Features
Describe the lesson, animation,
and has exercises
Describe the lesson and has
exercises
Exercise, encyclopedia, atlas
world, software utility
Teaching tool Component Animation, image, text, sound Animation, image, text image, hyperlink, text
Database Yes Yes Yes
Graphic 2 dimensions 2 dimensions 2 dimensions
Exercises Yes Yes Yes
Language Indonesia Indonesia Indonesia
Installation Yes Yes Yes
4. RESULTS AND ANALYSIS
The use case of the application can be viewed in Figure 2. It shows how the user interact with the
system and show several features that implemented in the application.
Figure 2. Mathematic learning application use case
The strategy is to invite the users to learn Mathematics by utilizing multimedia elements, such as
images, sound, text, and animation. Submission of material is given in the form of animation so that the
material can be more easily understood as shown in Figure 3. In the 'Sample Problems and Discussions'
section, this application provides examples of commonly-given questions, and the discussion of the questions
is also presented in animation, which helps the user to gradually understand the problem first, followed by
the solution as shown in Figure 3.
Users can also work on the exercises in the 'Problems and Exercises' section. It aims to test the user's
understanding of the newly delivered material. When the user has completed the exercise questions, the
application will display the value and the number of true and false questions as shown in Figure 7.
When the user has completed the exercise questions, the application will display the value and the number of
true and false questions as shown in Figure 3.
This game is tested to 30 teachers to test the standard whether it is in accordance with the existing
curriculum. Then tested to 100 students in Indonesia, which result 87 people experience improvement in
working on mathematical problems that have been provided, 9 people the results of the post-test is equal to
the pre-test, and 4 people suffered setbacks. When considered again, these things because of the attraction
Pull someone to learn, where the asset game in the form of images and animations in the game should be
improved. Due to some input from teachers and students, and judging by direct observation, one's interest to
learn lies in the created images and animations as well as the interaction in the game in the form of gameplay
experience.

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Figure 3. Interactive mathematic application
5. EVALUATION
Here is the result of the evaluation of the user interface, user experience and gameplay experience of
game that been developed:
a. What do you think about teaching application regarding the User interface, sound, and features?
Table 2. Students and Teachers Opinion about Interactive Mathematic Application
Answers Total Teacher Total Student Total Percentage
Very interesting 3 12 15 11.5%
Interesting 20 67 87 66.9%

 ISSN: 2088-8708
Int J Elec & Comp Eng, Vol. 8, No. 5, October 2018 : 3860 – 3865
3864
Table 2. Students and Teachers Opinion about Interactive Mathematic Application
Quite interesting 7 21 28 21.5%
Not interesting 0 0 0 0.0%
Very uninteresting 0 0 0 0.0%
Total 30 100 130 100%
b. Are the materials described in the learning discussion feature easy to understand?
Table 3. Students and Teachers Opinion about Learning Material Explanation
Very Clear 25 48 73 56.2%
Clear 5 38 43 33.1%
Quite clear 0 14 14 10.8%
Unclear 0 0 0 0.0%
Not clear 0 0 0 0.0%
Total 30 100 130 100%
c. What do you think about the exercise given in the problem solved feature?
Table 4. Students and Teacher Opinion Concerning Level Problem Exercise difficulty
Very easy 6 14 20 14.0%
Easy 21 43 64 43.0%
Quite easy 3 41 44 41.0%
Difficult 0 2 2 2.0%
Very Difficult 0 0 0 0.0%
Total 30 100 130 100%
d. Is the interactive Mathematic application makes student more interested in learning mathematics?
Table 5. Teachers and Student Level of Interest using the Learning Application
Very Interest 0 12 12 9.2%
Interest 19 69 88 67.7%
Neutral 11 19 30 23.1%
Less interest 0 0 0 0.0%
Not interested 0 0 0 0.0%
Total 30 100 130 100%
e. How much does this learning application help you to learn mathematic?
Table 6. Students and Teacher Opinion about Learning Application helps in Mathematic Learning
Very helpful 0 13 13 10.0%
Helpful 30 68 98 75.4%
Quite helpful 0 19 19 14.6%
Not helpful 0 0 0 0.0%
Very not helping 0 0 0 0.0%
Total 30 100 130 100%
6. CONCLUSION
This game is developed to help student to learn mathematic in interactive way and help teacher to
explain mathematic material. Multimedia elements such as text, images, sound, animation serve as an
interactive way for student to learn mathematic and increase student interest in learning. Based on the results
obtained this game application needs to improve in the image quality and has more animation developed
inside game that contains material explanations in order the learner can understand more deeply. Beside that,
currently the mathematic material only covers for elementary level, in the future the material will be added
variative until high school level.

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[3] Penjelasan Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 Tentang Sistem Pendidikan Nasional.
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[4] Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 Tentang Sistem Pendidikan Nasional. Diakses tanggal
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content/uploads/2016/08/UU_no_20_th_2003.pdf
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[7] Williams, J., et al., “The Skills for Life survey: A national needs and impact survey of literacy, numeracy and ICT
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BIOGRAPHIES OF AUTHORS
Yogi Udjaja was born in Padang, 15 October 1993. He received Bachelor of Computer Science and
Master of Information Technology degree from Bina Nusantara University in 2014 and 2016,
respectively. His research interests are Multimedia, Game Technology, Holography and
Computational Intelligence. He is a Founder and CEO of Ekspanpixel Company and lecturer at School
of Computer Science, Bina Nusantara University.
Vincent Sadino Guizot was born in Cirebon, 12th of August 1992 and schooled in one of the best
private School in cirebon, after he graduated, he continued to college in Binus University, and took
Information Technology, Multimedia System as his study. Now he is an It Instructor in Course Net. He
teaches Calculus I and II. Math Discrete, and Algorithm.
Natalia Chandra was born in Medan City, Jakarta, in 1988. She received her B.S degree in System
Information from the Bina Nusantara University in 2010 and M.Sc degree from King Mongkut
University of North Bangkok, Thailand in 2012. From 2013 to the present, she is a lecture at
department of School of Computer Science, Bina Nusantara University. Her research interest includes
mobile application and software engineering.

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