The Effect of Wordwall-Integrated Problem-Based Learning on Mathematical Problem-Solving: The Moderating Role of Mathematical Anxiety
(1) Department of Mathematics Education, Universitas Muhammadiyah Prof. DR. HAMKA,
(2) Department of Mathematics Education, Universitas Muhammadiyah Prof. DR. HAMKA, Jakarta
(*) Corresponding Author
Abstract
This study examines the impact of Problem-Based Learning integrated with the Wordwall edugame on students’ mathematical problem-solving ability in trigonometry ratios based on their anxiety level. A quantitative quasi-experimental design was utilized with a pretest-posttest non-equivalent control group design involving 64 tenth-grade students in Jakarta. The experimental group underwent Problem-Based Learning integrated with Wordwall, while the control group received conventional treatment. Data were gathered through a mathematical problem-solving essay test grounded in Polya’s indicators and an anxiety questionnaire. The findings revealed that the experimental group achieved a moderate N-Gain score in mathematical problem-solving ability (M = 0.53), whereas the control group demonstrated a lower gain (M = 0.15). Statistical analysis indicated a statistically significant difference between the two groups (p < 0.001). Nevertheless, no significant differences in mathematical problem-solving ability were observed across anxiety levels, and no significant interaction effect was found between treatment and anxiety level. These findings suggest that the mathematical anxiety level was not significantly associated with students' mathematical problem-solving ability in the present study. These results suggest that Problem-Based Learning integrated with the Wordwall edugame consistently and effectively enhances students’ mathematical problem-solving ability across all anxiety levels.
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DOI: http://dx.doi.org/10.30738/indomath.v9i2.207
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