This study investigates gender-based differences in learning outcomes and motivation in digital game-based mathematics instruction using the Lectora Inspire platform. The primary focus centers on the effectiveness of two types of instructional feedback, MTF and STF. The study aims to explore how gender and feedback type interact in influencing cognitive learning gains as well as motivational and perceptual dimensions, including interest, competence, autonomy, effort, pressure-free experience, and perceived value of learning activities. Employing a quasi-experimental pretest–posttest design, the study involved 81 third and fourth-grade students from three elementary schools in Jakarta, Indonesia, who were randomly assigned to either the MTF or STF group. Learning outcomes were assessed using standardized mathematics tests aligned with the national curriculum, while motivation was measured through the IMI. Two-way ANOVA and MANOVA analyses revealed that although male students scored higher on post-tests, female students demonstrated greater learning gains after controlling for pre-test scores, particularly under the STF condition. Female students also reported significantly higher motivation in the domains of interest and perceived competence, with no significant differences observed in autonomy. Furthermore, gender differences in perceptions of effort, pressure-free experience, and learning value were not statistically significant, though females showed more positive trends overall. Feedback condition alone did not significantly influence learning outcomes or student perceptions. These findings underscore the importance of incorporating gender-sensitive approaches when designing adaptive and inclusive digital feedback mechanisms in mathematics education.
Indonesian
Penelitian ini menyelidiki perbedaan hasil belajar dan motivasi antara siswa laki-laki dan perempuan dalam pembelajaran matematika digital berbasis permainan menggunakan platform Lectora Inspire. Fokus utama diberikan pada efektivitas dua jenis umpan balik instruksional MTF dan STF. Penelitian ini bertujuan mengeksplorasi bagaimana jenis kelamin dan tipe umpan balik berinteraksi dalam memengaruhi peningkatan hasil belajar kognitif serta dimensi motivasi dan persepsi belajar seperti minat, kompetensi, otonomi, usaha, bebas dari tekanan, dan nilai terhadap aktivitas belajar. Menggunakan desain kuasi-eksperimen pretest–posttest, sebanyak 81 siswa kelas 3 dan 4 dari tiga sekolah dasar di Jakarta dibagi secara acak dalam dua kelompok (MTF dan STF). Hasil belajar diukur menggunakan tes matematika standar sesuai kurikulum nasional, dan motivasi dinilai melalui IMI. Analisis ANOVA dua arah dan MANOVA menunjukkan siswa laki-laki memperoleh skor post-test lebih tinggi, siswa perempuan menunjukkan peningkatan belajar yang lebih besar setelah dikontrol dengan skor pre-test, terutama dalam kondisi STF. Motivasi perempuan juga secara signifikan lebih tinggi dalam dimensi minat dan kompetensi, namun tidak berbeda secara signifikan dalam otonomi. Selain itu, perbedaan persepsi dalam hal usaha, bebas dari tekanan, dan nilai aktivitas belajar tidak signifikan, meskipun perempuan menunjukkan tren persepsi yang lebih positif. Jenis umpan balik tidak menunjukkan pengaruh langsung yang signifikan terhadap hasil belajar maupun persepsi siswa. Temuan ini menekankan pentingnya memperhatikan dimensi gender dalam merancang umpan balik instruksional berbasis permainan digital yang adaptif dan inklusif.
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