Gamifikasi Ular Tangga: Strategi Remediasi Numerasi Siswa Sekolah Menengah Kejuruan
DOI:
https://doi.org/10.65255/jipmas.v3i3.441Keywords:
AKM Kelas, gamifikasi, kecerdasan matematis, numerasi, ular tanggaAbstract
Low proficiency in numerical reasoning poses a severe pedagogical challenge in private vocational secondary schools. Baseline assessments at SMKS Amal Bakti Jatimulyo revealed an alarming Minimum Competency Assessment (AKM) numeracy score of merely 17%, with an average of 4.2 correct items out of 20. This deficit was exacerbated by conventional lecture-based instruction that triggered mathematics anxiety and classroom disengagement during unoccupied periods. This community service initiative aimed to deploy a life-sized Giant Snakes and Ladders game based on kinesthetic gamification to remediate vocational students' numeracy deficits. A collaborative-participatory intervention was executed over four months (February-June 2024) involving 30 eleventh-grade students from technical concentrations (Computer Network Engineering and Light Vehicle Engineering). The intervention utilized a 3x3-meter floor banner with giant sponge dice, contextual vocational math challenge cards (C1-C3 levels), and manual arithmetic crossword puzzles on blackboards. Post-intervention evaluation demonstrated a remarkable surge: numeracy competence rose from 17% to 33% (a 16-percentage-point increase, or a 94.12% relative gain), while average correct items increased from 4.2 to 9.8. This project proves that Giant Snakes and Ladders gamification effectively alleviates math anxiety, transforms abstract quantitative concepts into enjoyable kinesthetic activities, and fosters a collaborative learning climate in vocational schools.
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