Developing and evaluating a hybrid game-based learning environment for teacher facilitation in mathematical literacy

Abstrak

Hybrid approaches in game-based mathematical literacy environments are increasingly recognized for providing varied, interactive, and adaptive learning experiences, yet games used in schools remain predominantly either digital or analog and are rarely supported by systematic teacher professional development. Consequently, the potential of culturally contextualized games to foster mathematical literacy and higher-order thinking has not been fully realized. This study develops and evaluates a hybrid teacher professional development environment designed to support teachers in facilitating a classroom-based role-playing game (RPG) contextualized in Cirebon’s religious tourism. Drawing on a design research approach adapted from Van den Akker and Guskey’s five-level evaluation framework, the study involved five mathematics teachers and their seventh-grade students. Data were collected through classroom observations, teacher reflections, questionnaires, interviews, and post-learning assessments. The findings indicate that the hybrid environment was valid and practical, with teachers reporting clearer guidance, feasible classroom integration, and greater confidence in facilitating RPG-based lessons. Evidence across Guskey’s levels suggests potential positive effects on teacher learning, instructional practice, and student engagement, while also indicating that students’ mathematical reasoning still requires further support. This study proposes a novel model that links hybrid professional development, cultural context, and game-based learning to strengthen teacher facilitation of mathematical literacy. Limitations include the small number of participating schools, the focus on Grade 7, and the short implementation duration, indicating the need for future research on longer-term effects, teacher involvement in RPG co-design, extension to other grade levels, and alternative assessment approaches.