The Effect of the Problem-Based Learning Model Assisted by Baamboozle Game on Students’ Mathematical Problem-Solving Skills in Cube and Rectangular Prism Volume for Grade VI
DOI:
https://doi.org/10.59944/postaxial.v4i3.2129Keywords:
Baamboozle game, Mathematical problem-solving ability, Problem-based learning, Volume of cubes and rectangular prismsAbstract
This study aimed to examine the effect of the Problem-Based Learning (PBL) model assisted by the Baamboozle Game on the mathematical problem-solving abilities of sixth-grade students on the topic of cube and rectangular prism volume. The study was motivated by students’ difficulties in understanding mathematical problems, planning appropriate solutions, carrying out calculations, and checking the accuracy of their answers. A quantitative approach was employed using a Pre-Experimental One Group Pretest-Posttest Design. The subjects were 37 sixth-grade students of SD IT Al-Ikhlas, Tlogowungu, Pati. Data were collected through a ten-item essay test, observation, and documentation. The data were analyzed using normality testing, Paired Sample t-Test, and N-Gain analysis. The results showed that the mean score increased from 52.43 in the pretest to 81.35 in the posttest, representing an increase of 28.92 points. The Paired Sample t-Test yielded a significance value of 0.000 < 0.05, indicating a statistically significant difference between the pretest and posttest scores. Furthermore, the N-Gain score of 0.61 indicated a moderate level of improvement. The specific contribution of the PBL–Baamboozle integration lies in combining contextual problem-solving activities through the PBL stages with interactive and game-based learning through Baamboozle. This combination provided opportunities for students to understand problems, formulate solution strategies, carry out calculations, and evaluate their answers in an active, collaborative, and engaging learning environment. Therefore, the findings support the conclusion that the PBL model assisted by the Baamboozle Game was associated with a significant improvement in students’ mathematical problem-solving abilities on cube and rectangular prism volume, with the level of improvement categorized as moderate.
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