Effectiveness of Website-Based Mathematics Learning Media with the Concept of Edutainment on Student Learning Motivation

Abstract

Learning motivation is one of the important factors that affect student involvement in mathematics learning. Abstract mathematical characteristics and less varied learning can cause students to be less interested and passive during the learning process. This study aims to analyze the effectiveness of website-based mathematics learning media with the concept of edutainment on increasing student learning motivation. The research uses a quantitative approach with a pre-test quasi experiment design and a post-test control group design. The research subjects consisted of 62 students in grade VIII, namely 32 students in grade VIII A as the experimental class and 30 students in class VIII B as the control class. Data were collected through a learning motivation questionnaire and observation sheets of student and teacher activities. The validity of the instrument based on Aiken's V was 0.86 for motivation questionnaire, 0.84 for teacher activity observation, and 0.82 for student activity observation, while the reliability was 0.76, 0.73, and 0.73, respectively. Data were analyzed descriptively and inferentially through normality, homogeneity, and independent sample t-test tests with the help of statistical software. The average motivation of the experimental class increased from 53.09% to 81.66%, while the control class increased from 56.60% to 67.07%. The activities of students and teachers during learning were in the very good category. The independent sample t-test showed t = -12.161, df = 60, and Sig. (2-tailed) = 0.000 < 0.05, so there was a significant difference in learning motivation between the two groups. These findings show that the integration of elements of education, entertainment, interactivity, quizzes, and games in websites can be an alternative to mathematics learning media to create a more engaging learning experience and support increased student motivation.