Development of Ucing Sumput Digital Game to Stabilize Students’ Achievement Emotions in Mathematics

Suparman Suparman; Hestu Tansil La'ia; Alberta  Parinters Makur; Turmudi Turmudi; Dadang Juandi; Yullys Helsa; Masniladevi  Masniladevi

doi:10.48161/qaj.v4n4a808

Authors

Suparman Department of Mathematics Education, Faculty of Mathematics and Sciences Education, Universitas Pendidikan Indonesia, Bandung, 41054, Indonesia;
Hestu Tansil La’ia Department of Mathematics Education, Faculty of Mathematics and Sciences Education, Universitas Pendidikan Indonesia, Bandung, 41054, Indonesia;
Alberta Parinters Makur Department of Mathematics Education, Faculty of Mathematics and Sciences Education, Universitas Pendidikan Indonesia, Bandung, 41054, Indonesia;
Turmudi Department of Mathematics Education, Faculty of Mathematics and Sciences Education, Universitas Pendidikan Indonesia, Bandung, 41054, Indonesia;
Dadang Juandi Department of Mathematics Education, Faculty of Mathematics and Sciences Education, Universitas Pendidikan Indonesia, Bandung, 41054, Indonesia;
Yullys Helsa Department of Elementary Education, Faculty of Educational Sciences, Universitas Negeri Padang, Padang, 25132, Indonesia.
Masniladevi Department of Elementary Education, Faculty of Educational Sciences, Universitas Negeri Padang, Padang, 25132, Indonesia.

DOI:

https://doi.org/10.48161/qaj.v4n4a808

Abstract

The achievement emotions of Indonesian students in doing mathematics activities have not relatively been stable whereby sometimes they attend math class with anxious, bored, or hopeless feelings. Therefore, the present study aims to develop and produce a Ucing Sumput game that is valid, practical, and effective in stabilizing students' achievement emotions in mathematics activities. A research and development using ADDIE model was applied to do this study. This study involved three experts and 67 eleventh-grade students at a public senior high school in Bandung City. An achievement emotion questionnaire in mathematics was used to measure students' achievement emotions in mathematics activities. Descriptive and inferential statistics (e.g., N-gain, effect size, paired t-test, and independent t-test) were used to analyze the data. Results revealed that the prototype of the game was valid and practical to be utilized in mathematics instruction. Moreover, this game had a significantly positive strong effect in increasing students' positive emotions and a significantly negative strong effect in decreasing students’ negative emotions. This means that this game significantly stabilizes students' achievement emotions in mathematics activities. Consequently, the Ucing Sumput game can be utilized as an effective digital educational technology in stabilizing students’ achievement emotions in doing mathematics activities.

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