Integrating Treasure Hunt Games into Problem-Based Learning for Mathematical Problem Solving
DOI:
https://doi.org/10.30762/sittah.v7i1.8616Keywords:
Elementary School, Mathematical Learning, Problem-Based Learning, Problem-Solving Ability, Treasure Hunt GamesAbstract
Although Problem-Based Learning (PBL) and educational games have been used to support mathematical problem solving, there is limited evidence on integrating PBL with Treasure Hunt activities, particularly for teaching the perimeter and area of plane figures in elementary schools. This study investigated differences in mathematical problem-solving ability between fifth-grade students taught using PBL with a Treasure Hunt game and those taught using a scientific approach. A quasi-experimental posttest-only control group design involved 64 students selected through saturated sampling, with 32 students in each group. Mathematical problem-solving ability was assessed using a descriptive test based on four Polya indicators: understanding the problem, devising a plan, carrying out the plan, and looking back. The experimental group obtained a higher mean posttest score (M = 87.03) than the control group (M = 78.47). Higher achievement was also found in devising a plan, reaching 92% in the experimental group and 80% in the control group, and in carrying out the plan, reaching 85% and 64%, respectively. An independent-samples t-test showed a statistically significant difference between the groups (p < .001). These findings indicate that PBL assisted by Treasure Hunt activities supports stronger mathematical problem-solving performance.
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