Learning Mathematics with Traditional Game “Jirak”: Impact on Mathematics Disposition and Students’ Achievement

Abstract

The study aimed to identify whether there are differences in achievement and dispositions of students who get the game “jirak” during learning and conventional learning. The population of this study was overall Junior High students grade VII in Semarang. Sampling was done by stratified cluster random sampling. The sample in this study were 200 students, with the details of 100 students from experiment class who get the game “jirak” during learning, 100 students from control class who get conventional learning. Based on the hypothesis test we concluded that: 1) there were differences in achievement and dispositions of students in experiment and control class (Lambda = 0.439 and p value (sig.) <5%). 2) the relationship between learning model with the results of student’s achievement had a significance level (sig.) <5%, then H0 was rejected. The average of student achievement with the game “jirak” was greater than the average of student achievement with conventional learning, it can be concluded that student achievement with the game “jirak” is better than student achievement with conventional learning. 3) The relationship between students' learning model with a disposition has a significance level (sig.) <5%, then H0 was rejected. Because the average disposition of students with learning games is larger than the average student disposition to conventional learning, it can be concluded that the disposition of students who had learning with the game is better than the disposition of students who had conventional learning.