PENGARUH MEDIA GAMIFIKASI PADA KREATIVITAS DAN MINAT BELAJAR MATEMATIKA SISWA KELAS II INKLUSI DENGAN HAMBATAN INTELEKTUAL DI SDN JUNREJO 01

Mathematics learning in elementary schools plays an important role in developing students’ logical, critical, and creative thinking skills. However, in practice, mathematics is still often perceived as a difficult and less engaging subject, particularly for students in inclusive classrooms with intellectual disabilities. This condition leads to low learning interest and limited opportunities for students to develop creativity during the learning process.
This study aims to determine the effect of using gamification-based learning media on the creativity and interest in learning mathematics of second-grade inclusive students with intellectual disabilities at SDN Junrejo 01, Batu City. This research employed a quantitative approach with a quasi-experimental design, specifically a nonequivalent control group design. The research subjects consisted of 38 second-grade students divided into two groups: an experimental group and a control group, each consisting of 19 students. The collected data were analyzed using prerequisite tests, including normality and homogeneity tests, followed by hypothesis testing using the Independent Samples t-test.
The results showed that the use of gamification-based learning media did not have a significant effect on students’ interest in learning mathematics, with a significance value of 0.641 (Sig. 2-tailed > 0.05). However, the use of gamification-based learning media was proven to have a significant effect on students’ creativity in learning mathematics, with a significance value of 0.007 (Sig. 2-tailed < 0.05).
Based on these findings, it can be concluded that gamification-based learning media are effective in improving students’ creativity in mathematics learning but have not yet shown a significant effect on students’ interest in learning mathematics. Therefore, gamification-based learning media can be used as an alternative mathematics learning medium in inclusive classrooms, particularly to enhance students’ creativity. This study also recommends that the implementation of gamification-based learning media be conducted over a longer period and combined with other instructional strategies to achieve a more optimal impact on students’ interest in learning mathematics.