Comparison of Problem-Based Learning and Game-Based Learning in Geometry Materials Based on Grade 2 Students' Learning Motivation
Keywords:
elementary mathematics, game-based learning, learning motivation, problem-based learningAbstract
Geometry achievement in second-grade elementary school students remains relatively low because classroom instruction is often teacher-centered and provides limited opportunities for active student engagement. This study aimed to examine the effects of Problem-Based Learning (PBL) and game-based learning on geometry achievement in relation to students’ learning motivation. A 2×2 quasi-experimental factorial design was employed involving 56 second-grade students from two classes. One class received PBL instruction, while the other participated in educational board game-based learning using a snakes-and-ladders game. Data were collected through a geometry achievement test and a learning motivation questionnaire that met validity and reliability requirements. Data were analyzed using two-way ANOVA after normality and homogeneity assumptions were satisfied. The results revealed significant effects of learning model on geometry achievement (F = 36.13, p < .001), learning motivation (F = 10.26, p = .002), and their interaction (F = 14.13, p < .001). Students in the PBL group achieved higher learning outcomes than those in the game-based learning group. This study contributes empirical evidence regarding the comparative effectiveness of PBL and board game-based learning for lower-grade elementary geometry instruction while considering learning motivation as a moderating variable
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Copyright (c) 2026 Titik Handayani Lestari, I Nyoman Sudana Degeng, Nurmida Catherine Sitompul
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