THE EFFECT OF PROBLEM-BASED LEARNING ASSISTED BY FUN MATH QUEST BASED ON QR CODE ON THE COMPUTATIONAL THINKING AND MATHEMATICAL REASONING SKILLS OF ELEMENTARY SCHOOL STUDENTS
DOI:
https://doi.org/10.31949/jcp.v12i3.18421Abstract
The low computational thinking and mathematical reasoning skills of students in fractions material indicate the need for more interactive and meaningful learning innovations. This study aims to analyze the effect of Problem-Based Learning assisted by Fun Math Quest based on QR Code on computational thinking and mathematical reasoning skills of elementary school students. This study used a mixed method with an explanatory sequential design. The research subjects consisted of 60 fourth-grade elementary school students selected using a purposive sampling technique. The research instruments included computational thinking and mathematical reasoning skills tests, student response questionnaires, interviews, and observations. Quantitative data were analyzed using N-gain, Independent Sample t-test, and effect size (Cohen's d), while qualitative data were analyzed descriptively to explain the quantitative results. The results showed that the experimental class obtained an increase in computational thinking skills (N-gain = 0.56) and mathematical reasoning skills (N-gain = 0.53) with a moderate category, while the control class obtained N-gains of 0.31 and 0.37, respectively. The results of the Independent Sample t-test showed that the computational thinking and mathematical reasoning skills of students in the experimental class were significantly higher than those of the control class. Effect size analysis showed a very large effect on computational thinking skills (d = 2.14) and a large effect on mathematical reasoning skills (d = 1.26). Qualitative data showed that the use of QR Code-based Fun Math Quest increased student engagement, supported systematic problem solving, and helped develop computational thinking and mathematical reasoning skills. In addition, student responses to learning were in the good category with an average of 75%. The conclusion of the study showed that Problem-Based Learning assisted by QR Code-based Fun Math Quest had a positive effect on elementary school students' computational thinking and mathematical reasoning skills and supported the creation of active, collaborative, and meaningful learning.
Keywords:
Problem-Based Learning, gamification, Fun Math Quest, computational thinking, mathematical reasoningDownloads
References
Agustang, A., Suardi, S., Putra, A. D. M., & Oruh, S. (2021). Pemberdayaan guru mata pelajaran sosiologi melalui literasi digital berbasis Quick Response Code di Kecamatan Bissappu Kabupaten Bantaeng. Abdi: Jurnal Pengabdian dan Pemberdayaan Masyarakat, 3(2), 175–188. https://doi.org/10.24036/abdi.v3i2.120
Akuba, S. F., Purnamasari, D., & Fajriah, R. (2020). Pengaruh kemampuan penalaran, efikasi diri, dan kemampuan memecahkan masalah terhadap penguasaan konsep matematika. JNPM (Jurnal Nasional Pendidikan Matematika), 4(1), 44–60. https://doi.org/10.33603/jnpm.v4i1.2827
Al Husaeni, D. F., Rahman, E. F., & Putri, E. (2023). Implementation of Problem-Based Learning multimedia with find and sort QR code games to improve students’ computational thinking skills. Jurnal Ilmiah Kursor, 12(2), 69–82. https://doi.org/10.21107/kursor.v12i2.343
Alhayat, A., Mukhidin, M., Utami, T., & Yustikarini, R. (2023). The relevance of the project-based learning (PjBL) model with Kurikulum Merdeka Belajar. DWIJA Cendekia: Jurnal Riset Pedagogik, 7(1), 1–10. https://doi.org/10.20961/jdc.v7i1.69363
Ariati, C., & Juandi, D. (2022). Kemampuan penalaran matematis: A systematic review. LEMMA: Letters of Mathematics Education, 8(2), 61–75. https://doi.org/10.22202/jl.2022.v8i2.5745
Bernal Párraga, A. P., Haro Cedeño, E. L., Reyes Amores, C. G., Arequipa Molina, A. D., Zamora Batioja, I. J., Sandoval Lloacana, M. Y., & Campoverde Duran, V. D. R. (2024). La gamificación como estrategia pedagógica en la educación matemática. Ciencia Latina Revista Científica Multidisciplinar, 8(3), 6435–6465. https://doi.org/10.37811/cl_rcm.v8i3.11834
Cohen, S. (1988). Perceived stress in a probability sample of the United States. In S. Spacapan & S. Oskamp (Eds.), The social psychology of health (pp. 31–67). Sage.
Creswell, J. W., & Plano Clark, V. L. (2017). Designing and conducting mixed methods research (3rd ed.). Sage.
Firmansyah, R., Aisyah, S., & Yudha, M. (2025). Efektivitas E-LKPD berbasis Realistic Mathematics Education melalui Liveworksheets dalam pembelajaran matematika sekolah dasar. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 9(6), 2481–2487. https://doi.org/10.31004/obsesi.v9i6.7493
Gampu, G., & Ambarita, M. R. (2025). Analisis kesulitan belajar siswa sekolah dasar pada materi pecahan. Pedagogik: Journal of Islamic Elementary School, 8(1), 398–406. https://doi.org/10.24256/pijies.v8i1.7387
Hafriani. (2021). Mengembangkan kemampuan dasar matematika siswa berdasarkan NCTM melalui tugas terstruktur dengan menggunakan ICT (Developing the basic abilities of mathematics students based on NCTM through structured tasks using ICT). Jurnal Ilmiah Didaktika, 22(1), 63–80. https://doi.org/10.22373/jid.v22i1.7974
Handayani, A., & Koeswanti, H. D. (2021). Meta-analisis model pembelajaran Problem Based Learning (PBL) untuk meningkatkan kemampuan berpikir kreatif. Jurnal Basicedu, 5(3), 1349–1355. https://doi.org/10.31004/basicedu.v5i3.924
Hayati, R., Armanto, D., & Zainuddin. (2023). Upaya meningkatkan kemampuan pemecahan masalah siswa melalui model Problem Based Learning berbantuan multimedia interaktif. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 12(1), 1549–1558. https://doi.org/10.24127/ajpm.v12i1.6534
Hui, H. B., & Mahmud, M. S. (2023). Influence of game-based learning in mathematics education on the students’ cognitive and affective domain: A systematic review. Frontiers in Psychology, 14, 1105806. https://doi.org/10.3389/fpsyg.2023.1105806
Irawati, L., & Hadi, M. S. (2025). Computational thinking dalam pengembangan berpikir matematis di sekolah dasar. Jurnal Ilmiah Ilmu Pendidikan, 8(2), 2358–2364. https://doi.org/10.54371/jiip.v8i2.7106
Iswara, H. S., Ahmadi, F., & Ary, D. D. (2022). Numeracy literacy skills of elementary school students through ethnomathematics-based problem solving. Interdisciplinary Social Studies, 2(2), 1604–1616. https://doi.org/10.55324/iss.v2i2.316
Jeannotte, D., & Kieran, C. (2017). A conceptual model of mathematical reasoning for school mathematics. Educational Studies in Mathematics, 96(1), 1–16. https://doi.org/10.1007/s10649-017-9761-8
Jusniati, J., Asfar, A. M. I. T., & Paronda, N. P. (2024). Perbandingan model pembelajaran GO CAR (Guided, Orientation, Challenge, Analysis, and Review) dengan model pembelajaran GOLD (Guided, Organizing, Leafted, Discovery) terhadap peningkatan kemampuan penalaran matematika siswa. Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika, 7(1), 122–132. https://doi.org/10.30605/proximal.v7i1.3346
Kandiri, K., Nurwahidin, M., Aransyah, A., & Putra, A. (2025). Development of QR-code media-based modules in constructing learning to increase learning motivation. Jurnal Teknologi Pendidikan: Jurnal Penelitian dan Pengembangan Pembelajaran, 10(1), 191–199. https://doi.org/10.33394/jtp.v10i1.14577
Kusaeri, A., Kusaeri, A., Pardi, M. H. H., Bayani, F., & Prayogi, S. (2022). Assessing students’ critical thinking skills viewed from cognitive style: Study on implementation of problem-based e-learning model in mathematics courses. EURASIA Journal of Mathematics, Science and Technology Education, 18(7). https://doi.org/10.29333/ejmste/12161
Maharani, A. (2020). Computational thinking dalam pembelajaran matematika menghadapi era Society 5.0. Euclid, 7(2), 86–96. https://doi.org/10.33603/e.v7i2.3364
Makur, A. P., Jehadus, E., Fedi, S., Jelatu, S., Murni, V., & Raga, P. (2021). Kemandirian belajar mahasiswa dalam pembelajaran jarak jauh selama masa pandemi. Mosharafa: Jurnal Pendidikan Matematika, 10(1), 1–12. https://doi.org/10.31980/mosharafa.v10i1.636
Marzuki, M., Wahyudin, W., Cahya, E., & Juandi, D. (2021). Students’ critical thinking skills in solving mathematical problems: A systematic procedure of grounded theory study. International Journal of Instruction, 14(4), 529–548. https://doi.org/10.29333/iji.2021.14431a
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Sage.
National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. NCTM.
Negara, F. P., Abidin, Z., & Faradiba, S. S. (2023). Meningkatkan self-efficacy matematika siswa melalui pembelajaran berbasis masalah. Jurnal Cendekia: Jurnal Pendidikan Matematika, 7(1), 455–466. https://doi.org/10.31004/cendekia.v7i1.1970
Nopitry, C., Citroresmi, N., & Utami, E. G. (2025). Peningkatan kemampuan pemahaman konsep melalui pendekatan kontekstual pada materi pecahan pada siswa kelas sekolah dasar. Primary Education Journal (PRIMED), 5(3), 970–979. https://doi.org/10.36636/primed.v5i3.5824
Nurningtias, R. A., & Mustadi, N. W. A. (2022). Gamifikasi sebagai peningkatan pengetahuan dan partisipasi siswa sekolah dasar. Jurnal Pemikiran dan Penelitian Pendidikan Matematika (JP3M), 5(2), 60–69. https://doi.org/10.36765/jp3m.v5i2.523
Palupi, D. A. R., Putri, K. E., & Mukmin, B. A. (2022). Pengembangan E-book menggunakan aplikasi BookCreator berbasis QR Code pada materi ajar siswa sekolah dasar. PTK: Jurnal Tindakan Kelas, 3(1), 78–90. https://doi.org/10.53624/ptk.v3i1.123
Pérez-Escolar, M., Ordóñez-Olmedo, E., & Alcaide-Pulido, P. (2021). Fact-checking skills and project-based learning about infodemic and disinformation. Thinking Skills and Creativity, 41, 100887. https://doi.org/10.1016/j.tsc.2021.100887
Piaget, J., & Inhelder, B. (1972). The psychology of the child. Basic Books.
Pramasdyahsari, A. S., Setyawati, R. D., Aini, S. N., & Nusuki, U. (2023). Fostering students’ mathematical critical thinking skills on number patterns through digital book STEM PjBL. EURASIA Journal of Mathematics, Science and Technology Education, 19(7), em2297. https://doi.org/10.29333/ejmste/13342
Prayoga, A., & Setyaningsih, E. W. (2021). Keefektifan model pembelajaran Problem Based Learning dan Problem Solving terhadap kemampuan berpikir kritis matematika siswa kelas V. Jurnal Cendekia: Jurnal Pendidikan Matematika, 5(3), 2652–2665. https://doi.org/10.31004/cendekia.v5i3.938
Ratinho, E., Figueiredo, M., & Est, D. (2026). Gamification on mathematics engagement and motivation in secondary school and higher education: A systematic review and meta-analysis. Educational Psychology Review, 38, 16. https://doi.org/10.1007/s10648-025-10108-1
Riyadi, R., Syarifah, T. J., & Nikmaturrohmah, P. (2021). Profile of students’ problem-solving skills viewed from Polya’s four-steps approach and elementary school students. European Journal of Educational Research, 10(4), 1625–1638. https://doi.org/10.12973/eu-jer.10.4.1625
Rosdianwinata, E., Rifa’i, R., Sutihat, & Suryani, N. (2022). Efektivitas pembelajaran PBL (Problem Based Learning) berbantu QR Code dalam meningkatkan hasil belajar matematika. MENDIDIK: Jurnal Kajian Pendidikan dan Pengajaran, 8(1), 58–65. https://doi.org/10.30653/003.202281.212
Ru, J., Ping, Q., & Fok, K. (2022). Cultivating students’ computational thinking through student–robot interactions in robotics education. International Journal of Technology and Design Education, 32(4), 1983–2002. https://doi.org/10.1007/s10798-021-09677-3
Sailer, M., & Homner, L. (2020). The gamification of learning: A meta-analysis. Educational Psychology Review, 32(1), 77–112. https://doi.org/10.1007/s10648-019-09498-w
Shin, N., Bowers, J., Roderick, S., & McIntyre, C. (2022). A framework for supporting systems thinking and computational thinking through constructing models. Instructional Science, 50, 933–960. https://doi.org/10.1007/s11251-022-09590-9
Sihombing, S., & Silalahi, H. R. (2021). Analisis minat dan motivasi belajar, pemahaman konsep, dan kreativitas siswa terhadap hasil belajar siswa dalam materi geometri selama pembelajaran dalam jaringan kelas X SMA Kota Medan. SEPREN: Journal of Mathematics Education and Applied, 2(2), 50–66. https://doi.org/10.31539/judika.v4i1.2061
Sulistyanto, H., Anif, S., Narimo, S., & Sutopo, A. (2022). Education application testing perspective to empower students’ higher order thinking skills related to the concept of adaptive learning media. Indonesian Journal on Learning and Advanced Education, 4(3), 257–271. https://doi.org/10.23917/ijolae.v4i3.19432
Supiarmo, M. G., Turmudi, & Susanti, E. (2021). Proses berpikir komputasional siswa dalam menyelesaikan soal PISA konten change and relationship berdasarkan self-regulated learning. Jurnal Numeracy, 8(1), 58–72. https://doi.org/10.46244/numeracy.v8i1.1378
Taber, K. S. (2018). The use of Cronbach’s alpha when developing and reporting research instruments in science education. Research in Science Education, 48, 1273–1296. https://doi.org/10.1007/s11165-016-9602-2
Tang, X., Yin, Y., Lin, Q., Haddad, R., & Zhai, X. (2020). Assessing computational thinking: A systematic review of empirical studies. Computers & Education, 148, 103798. https://doi.org/10.1016/j.compedu.2019.103798
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wanelly, W., & Fatmawati, A. (2020). Pengaruh pendekatan open-ended dan gaya belajar siswa terhadap kemampuan berpikir kreatif matematis. Jurnal Basicedu, 4(3), 523–533. https://doi.org/10.31004/basicedu.v4i3.388
Wijayanti, A., & Yanto, A. (2023). Pembelajaran matematika menyenangkan di SD melalui permainan. Polinomial: Jurnal Pendidikan Matematika, 2(1), 18–23. https://doi.org/10.56916/jp.v2i1.316
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33–35. https://doi.org/10.1145/1118178.1118215
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Pebri Yanti, Heris Hendriana, Muhammad Ghiyats Ristiana
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
