Changes in Fifth-Grade Students' Mathematics Learning Motivation Before and After Blooket-Based Gamified Learning

Authors

  • Nur Rarastika Universitas Negeri Medan
  • Nanda Ramadani State University of Medan
  • Alfin Ghazali State University of Medan

DOI:

https://doi.org/10.33394/jtp.v11i4.21688

Keywords:

Blooket, Gamifikasi, Motivasi Belajar, Sekolah Dasar, Smartboard

Abstract

This study aims to examine the change in the mathematics learning motivation of fifth-grade students at SD Negeri 101779 Percut before and after Blooket-based gamified learning. In this study, Blooket-based gamified learning refers to geometry lessons in which teacher-made Blooket quizzes were presented on the school's smartboard as a whole-class activity, with points, a leaderboard, and immediate feedback. A one-group pretest–posttest pre-experimental design was used with all 17 fifth-grade students (total sampling). The pretest was administered on 27 April 2026, the intervention lasted four lesson periods (4 × 35 minutes) over three meetings, and the posttest was administered on 4 May 2026. Learning motivation was measured with a 12-item, four-point Likert questionnaire based on the ARCS model (Attention, Relevance, Confidence, Satisfaction). Because the difference scores were normally distributed (Shapiro–Wilk p = .084), the change was tested with a paired-samples t-test and reported with Cohen's dz and 95% confidence intervals. The mean motivation score increased from 40.94 (SD = 4.56) to 42.65 (SD = 3.66), a mean difference of 1.71 points (95% CI [−0.06, 3.48]), but the increase was not statistically significant, t(16) = 2.04, p = .058. The standardized change was moderate but imprecise (dz = 0.50, 95% CI [−0.02, 0.99]). Ten students' scores increased, six decreased slightly, and one did not change. The change in motivation after Blooket-based gamified learning was therefore not statistically significant in this small one-group study; the results are preliminary and should be tested in controlled studies with larger samples.

References

Aldayana, & Andriyanti, E. (2025). Students' perceptions of using Blooket as a gamified learning tool to enhance vocabulary and reading comprehension in senior high school. Journal of English Educational Study, 8(2), 251–260. https://doi.org/10.31932/jees.v8i2.5451

Febriansah, A. T., Syaifuddin, A., & Soepriyanto, Y. (2024). Gamification developments in education: Perkembangan gamifikasi di bidang pendidikan. Scholaria: Jurnal Pendidikan dan Kebudayaan, 14(2), 177–186. https://doi.org/10.24246/j.js.2024.v14.i2.p177-186

Ghozali, I. (2021). Aplikasi analisis multivariate dengan program IBM SPSS 26 (Ed. 10). Semarang: Badan Penerbit Universitas Diponegoro.

Hakeu, F., Pakaya, I. I., & Tangkudung, M. (2023). Pemanfaatan media pembelajaran berbasis gamifikasi dalam proses pembelajaran di MIS Terpadu Al-Azhfar. Awwaliyah: Jurnal Pendidikan Guru Madrasah Ibtidaiyah, 6(2). https://doi.org/10.58518/awwaliyah.v6i2.1930

Ibad, W. (2024). Gamifikasi dalam pembelajaran di sekolah dasar. JIEES: Journal of Islamic Education at Elementary School, 5(1), 56–64. https://doi.org/10.47400/jiees.v5i1.73

Kristanto, Y. D. (2020). Upaya peningkatan kualitas pembelajaran matematika melalui flipped classroom dan gamifikasi: Suatu kajian pustaka. PRISMA, Prosiding Seminar Nasional Matematika, 3, 266–278. https://journal.unnes.ac.id/sju/index.php/prisma/article/view/37596

Kurnaz, M. F., & Koçtürk, N. (2025). A meta-analysis of gamification's impact on student motivation in K-12 education. Psychology in the Schools, 62(12), 4997–5009. https://doi.org/10.1002/pits.70056

Mailani, E., Rarastika, N., Manurung, N. A., Rajagukguk, M. A., & Siregar, S. U. (2025). Karakteristik media pembelajaran matematika di sekolah dasar. Journal Educational Research and Development, 1(4), 430–433. https://jurnal.globalscients.com/index.php/jerd/article/view/484

Masri, Z. B. (2026). Exploring the use of gamification (Blooket Plus) to support mathematical learning in the classroom: A case study. Asia Pacific Journal of Developmental Differences, 13(1). https://das.org.sg/wp-content/uploads/2026/02/APJDD-13-1-2026-MASRI.pdf

Mokoena, M. M., Simelane-Mnisi, S., & Mji, A. (2022). Challenges and solutions for teachers' use of interactive whiteboards in high schools. Universal Journal of Educational Research, 10(1), 36–47. https://doi.org/10.13189/ujer.2022.100104

Nabila, N., & Nurhamidah, D. (2024). Penerapan Blooket sebagai media digital terhadap pembelajaran Bahasa Indonesia di sekolah menengah kejuruan. Edukatif: Jurnal Ilmu Pendidikan, 6(1), 870–878. https://doi.org/10.31004/edukatif.v6i1.6148

Nathaniel, V. (2023). Penerapan gamifikasi pada proses belajar matematika untuk anak sekolah dasar untuk meningkatkan motivasi belajar siswa. Journal ICTEE, 3(2), 46–50. https://doi.org/10.33365/jictee.v3i2.2300

Nurningtias, R. A., & Majid, N. W. A. (2022). Gamifikasi sebagai peningkatan pengetahuan dan partisipasi siswa sekolah dasar. Jurnal Pemikiran dan Penelitian Pendidikan Matematika (JP3M), 5(2), 60–69. https://doi.org/10.36765/jp3m.v5i2.523

Pujianingsih, J. P., Khotimah, K., Wibowo, R. P., & Lorenza, S. O. (2024). Gamification: Meningkatkan motivasi belajar siswa di sekolah dasar. Jurnal Pendidikan, Bahasa dan Budaya, 3(1), 69–76. https://doi.org/10.55606/jpbb.v3i1.2713

Rahmawati, V., & Perdana, P. I. (2024). Implementasi media pembelajaran interaktif game Educaplay untuk meningkatkan motivasi belajar siswa SD Negeri Polagan 1. Jurnal Pendidikan Tambusai, 8(2), 21907–21914. https://jptam.org/index.php/jptam/article/view/17493

Ratinho, E., & Martins, C. (2023). The role of gamified learning strategies in student's motivation in high school and higher education: A systematic review. Heliyon, 9(8), e19033. https://doi.org/10.1016/j.heliyon.2023.e19033

Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860

Sailer, M., & Homner, L. (2020). The gamification of learning: A meta-analysis. Educational Psychology Review, 32(1), 77–112. https://doi.org/10.1007/s10648-019-09498-w

Silvester, S., Saputro, T. V. D., & Manggu, B. (2024). Pendampingan literasi digital bagi guru sekolah dasar dalam mengimplementasikan Kurikulum Merdeka. Lumbung Inovasi: Jurnal Pengabdian kepada Masyarakat, 9(4), 918–929. https://doi.org/10.36312/linov.v9i4.2276

Sugiyono. (2020). Metode penelitian kuantitatif, kualitatif, dan R&D. Bandung: Alfabeta.

Syuhada, H., Hidayat, S., Mulyati, S., & Persada, A. G. (2024). Pengembangan gamifikasi pada pelajaran matematika SD dengan metode ADDIE untuk meningkatkan minat belajar siswa. Rabit: Jurnal Teknologi dan Sistem Informasi Univrab, 9(1), 1–14. https://doi.org/10.36341/rabit.v9i1.466

Tyaningsih, R. Y., Hayati, L., Sarjana, K., Sridana, N., & Prayitno, S. (2022). Penerapan metode gamifikasi dalam meningkatkan motivasi belajar mahasiswa pada mata kuliah geometri analitik bidang melalui aplikasi Kahoot. Griya Journal of Mathematics Education and Application, 2(2), 317–326. https://doi.org/10.29303/griya.v2i2.202

Valentinna, C. R., Kurnianti, E. M., & Hasanah, U. (2024). Media belajar gamifikasi terhadap peningkatan motivasi belajar siswa sekolah dasar. Jurnal Basicedu, 8(3), 1722–1732. https://jbasic.org/index.php/basicedu/article/view/7476

Zhou, Y., Li, X., & Wijaya, T. T. (2022). Determinants of behavioral intention and use of interactive whiteboard by K-12 teachers in remote and rural areas. Frontiers in Psychology, 13, 934423. https://doi.org/10.3389/fpsyg.2022.934423

Downloads

Published

2026-10-30

How to Cite

Rarastika, N., Ramadani, N., & Ghazali, A. (2026). Changes in Fifth-Grade Students’ Mathematics Learning Motivation Before and After Blooket-Based Gamified Learning. Jurnal Teknologi Pendidikan : Jurnal Penelitian Dan Pengembangan Pembelajaran, 11(4), 601–616. https://doi.org/10.33394/jtp.v11i4.21688

Issue

Vol. 11 No. 4 (2026): Oktober

Section

Articles

License

Copyright (c) 2026 Nur Rarastika, Nanda Ramadani, Alfin Ghazali

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

License and Publishing Agreement
In submitting the manuscript to the journal, the authors certify that:

  • They are authorized by their co-authors to enter into these arrangements.
  • The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
  • That it is not under consideration for publication elsewhere,
  • That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
  • They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  • They agree to the following license and publishing agreement.

Copyright

  1. Authors who publish with JTP agree to the following terms:
  2. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  3. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  4. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
  5. Licensing for Data Publication

Licensing for Data Publication

JTP use a variety of waivers and licenses, that are specifically designed for and appropriate for the treatment of data:
Open Data Commons Attribution License, http://www.opendatacommons.org/licenses/by/1.0/ (default)