Development and Evaluation of the PIKIBAR Game: A Gamified Approach to Reducing Math Anxiety in University Students
), Moh Zayyadi(2)
| 
Country:
(1) Department of Mathematics Education, Universitas Islam Jember, Indonesia
(2) Department of Mathematics Education, Universitas Madura, Indonesia
Corresponding Author
Math anxiety is not a simple thing that can be ignored because it has an impact on not maximizing the achievement of mathematics learning outcomes. Based on the condition, the PIKIBAR game was developed to reduce math anxiety in algebra learning. This research aims to describe the process and results of developing the PIKIBAR game to reduce mathematical anxiety among University students. This development research utilized the ADDIE model and pre-service mathematics students from Universitas Islam Jember as the research sample. Data collection methods included interviews, observations, questionnaires, tests, and documentation, as well as data analysis methods that utilize percentages. The research results indicate that the development of the PIKIBAR game progressed through the ADDIE stages, which encompass analysis, design, development, implementation, and evaluation. Several parts need revision, with a score of 3.03 out of a maximum score of 4. At the same time, the practicality is very high, namely at a value of 86.25%. In terms of its effectiveness, it is said to be effective in reducing mathematical anxiety, as evidenced by a lower percentage among students who use it, specifically 40%, compared to the group of students who do not use it, at 80%. Judging from the average score of the questionnaire results given before using the game and after using the game. This game was designed with simple language and gradually guided the user from the beginning, starting with an easy level, then progressing to a medium level, and concluding with a difficult level, all without the user realizing it directly. For further research, if you want to use the same application to develop test and non-test instruments, avoid using the short form model because differences in writing can affect the results. For mathematical anxiety, it should be considered for monitoring material because it has a significant impact on learning outcomes and achievement, especially in mathematics.
Keywords: PIKIBAR game, math anxiety, algebra.
Aini, S. D., Zayyadi, M., & Surahmi, E. (2025). Characterization of errors and math anxiety in solving differential equation problems. Jurnal Pendidikan Matematika Indonesia, 10(1), 76.
Akkaya, S., & Polat, K. (2022). An investigation of the relationship between the parents’ math literacy self-efficacy and their math anxieties. Educational Policy Analysis and Strategic Research, 17(2), 246–265. https://doi.org/10.29329/epasr.2022.442.11
Alam, A., & Mohanty, A. (2024). Unveiling the complexities of ‘Abstract Algebra’ in university mathematics education (UME): fostering ‘conceptualization and understanding’ through advanced pedagogical approaches. In Cogent Education (Vol. 11, Issue 1). Taylor and Francis Ltd. https://doi.org/10.1080/2331186X.2024.2355400
Azizah, L. N., Mahmudi, A., & Retnawati, H. (2019). Profile of students’ mathematics anxiety. Journal of Physics: Conference Series, 1320(1). https://doi.org/10.1088/1742-6596/1320/1/012105
Bossenbroek, R., Wols, A., Weerdmeester, J., Lichtwarck-Aschoff, A., Granic, I., & Van Rooij, M. M. J. W. (2020). Efficacy of a virtual reality biofeedback game (deep) to reduce anxiety and disruptive classroom behavior: Single-case study. JMIR Mental Health, 7(3). https://doi.org/10.2196/16066
Brewster, B. J., & Miller, T. (2023). Reflections on mathematics ability, anxiety, and interventions. International Electronic Journal of Mathematics Education, 18(2), em0729. https://doi.org/10.29333/iejme/12822
Cahyani, F. P., & Irwan. (2020). The development of mathematics teaching media based on problem-based instruction to enhance grade X high school students’ critical thinking. Journal of Physics: Conference Series, 1554(1). https://doi.org/10.1088/1742-6596/1554/1/012016
Chen, O., Paas, F., & Sweller, J. (2023). A cognitive load theory approach to defining and measuring task complexity through element interactivity. In Educational Psychology Review (Vol. 35, Issue 2). Springer. https://doi.org/10.1007/s10648-023-09782-w
Darmayanti, R., Rachma Nisfi Laila, A., Khan, S., Dien Fitriyah, I., Bausir, U., Setio, A., Muhammadiyah Malang, U., Bendungan Sutami No, J., Malang, K., Timur, J., Wali Khan University Mardan, A., Pakhtunkhwa, K., Negeri, S., Payudan Timur No, J., Sumenep, K., Raya Sidorejo No, J., Pagelaran, K., Malang, K., Raya No, J., … Tirtoyudo, K. (2023). Students’ attitudes towards learning mathematics: “too soft attitudes-very difficult-boring-in a good way.” In Indonesian Journal of Learning and Educational Studies (Vol. 1, Issue 1). www.jurnal.piramidaakademi.com/index.php/ijles
Eve, Z., Turner, M., Di Basilio, D., Harkin, B., Yates, A., Persson, S., Henry, J., Williams, A., Walton, G., Jones, M. V., Whitley, C., & Craddock, N. (2024). Therapeutic games to reduce anxiety and depression in young people: A systematic review and exploratory meta-analysis of their use and effectiveness. In Clinical Psychology and Psychotherapy (Vol. 31, Issue 1). John Wiley and Sons Ltd. https://doi.org/10.1002/cpp.2938
Furner, J. M., & Gonzalez-Dehass, A. (2011). How do students’ mastery and performance goals relate to math anxiety? Eurasia Journal of Mathematics, 7(4), 227–242.
Haryono, H. E., Jatmiko, B., Prahani, B. K., Zayyadi, M., Kaniawati, I., & Kurtuluş, M. A. (2024). E-Learning-Based collaborative as an effort to reduce high school students’ misconceptions of heat. JPII, 13(4), 538–550. https://doi.org/10.15294/jpii.v13i4.13222
Idris, J., & Jamil, N. (2025). Exploration of preschool teachers’ views towards VAK’s learning style in pre-number skills. Southeast Asia Early Childhood Journal, 14, 33–47. https://doi.org/10.37134/saecj.vol14.1.3.2025
Juniati, D., & Budayasa, I. K. (2020a). The mathematics anxiety: Do prospective math teachers also experience it? Journal of Physics: Conference Series, 1663(1). https://doi.org/10.1088/1742-6596/1663/1/012032
Juniati, D., & Budayasa, I. K. (2020b). Working memory capacity and mathematics anxiety of mathematics undergraduate students and its effect on mathematics achievement. Journal for the Education of Gifted Young Scientists, 8(1), 279–291. https://doi.org/10.17478/jegys.653518
Kamid, K., Rohati, R., Hobri, H., Triani, E., Rohana, S., & Pratama, W. A. (2022). Process skill and students’ interest for mathematics learning: playing traditional games. International Journal of Instruction, 15(3), 967–988. https://doi.org/10.29333/iji.2022.15352a
Ley, J. (2024). Reducing mathematics and examination anxiety using the five question approach. 319–326.
Lobel, A., Gotsis, M., Reynolds, E., Annetta, M., Engels, R. C. M. E., & Granic, I. (2016). Designing and utilizing biofeedback games for emotion regulation: The case of Nevermind. Conference on Human Factors in Computing Systems - Proceedings, 07-12-May-2016, 1945–1951. https://doi.org/10.1145/2851581.2892521
Milaturrahmah, N., Mardiyana, M., & Pramudya, I. (2017). Mathematics learning process with science, technology, engineering, and mathematics (STEM) approach in Indonesia. Journal of Physics: Conference Series, 895(1). https://doi.org/10.1088/1742-6596/895/1/012030
Nurkarim, A. W., & Rifki, A. (2023). Pengembangan perangkat pembelajaran kooperatif tipe two stay-two stray dengan pendekatan problem posing dan media pohon matematika. Nuris Journal of Education and Islamic Studies, 3(1), 6–16.
Ngussa, B. M. (2014). Application of ADDIE Model in instruction in teaching-learning transaction among teachers of Mara Conference Adventist secondary school, Tanzania. Journal of Education and Practice, 5(25), 99–105.
Öztaş, E. T. (2023). Investigation of the learning outcomes of the 2018 middle school mathematics curriculum in terms of mathematical communication skills 3. International Journal of Curriculum and Instructional Studies, 13(1), 224–248. https://doi.org/10.31704/ijocis.2023.010
Ozuna, S., Challoo, L., Jones, D., & Huskin, P. (2023). Teacher perceptions of academic functioning in children raised by grandparents during a pandemic. Journal of Instructional Pedagogies, 29. http://www.aabri.com/copyright.html
Pallavicini, F., Pepe, A., & Mantovani, F. (2021). Commercial off-the-shelf video games for reducing stress and anxiety: Systematic review. In JMIR Mental Health (Vol. 8, Issue 8). JMIR Publications Inc. https://doi.org/10.2196/28150
Pujiastuti, H., Utami, R. R., & Haryadi, R. (2020). The development of interactive mathematics learning media based on local wisdom and 21st century skills: Social arithmetic concept. Journal of Physics: Conference Series, 1521(3). https://doi.org/10.1088/1742-6596/1521/3/032019
Purwanto, W. R., Waluya, S. B., Rochmad, & Wardono. (2020). Analysis of mathematical critical thinking ability in student learning style. Journal of Physics: Conference Series, 1511(1). https://doi.org/10.1088/1742-6596/1511/1/012057
Schoneveld, E. A., Malmberg, M., Lichtwarck-Aschoff, A., Verheijen, G. P., Engels, R. C. M. E., & Granic, I. (2016). A neurofeedback video game (MindLight) to prevent anxiety in children: A randomized controlled trial. Computers in Human Behavior, 63, 321–333. https://doi.org/10.1016/j.chb.2016.05.005
Schoneveld, E. A., Wols, A., Lichtwarck-Aschoff, A., Otten, R., & Granic, I. (2020). Mental health outcomes of an applied game for children with elevated anxiety symptoms: a randomized controlled non-inferiority trial. Journal of Child and Family Studies, 29(8), 2169–2185. https://doi.org/10.1007/s10826-020-01728-y
Siskawati, F. S., & Chandra, F. E. (2017). Pengembangan leker gabel dengan hot potatos untuk meningkatkan hasil belajar mahasiswa universitas islam jember [Development of eggshell with hot potatoes to improve student learning outcomes at jember islamic university]. Gammath, 2.
Siskawati, F. S., Irawati, T. N., & Salsabila, S. Z. (2024). The development of learning videos with the problem-solving approach by using screencast o matic. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 13(1), 25. https://doi.org/10.24127/ajpm.v13i1.8478
Spatioti, A. G., Kazanidis, I., & Pange, J. (2022). A comparative study of the ADDIE instructional design model in distance education. Information (Switzerland), 13(9), 1–22. https://doi.org/10.3390/info13090402
Weerdmeester, J., Van Rooij, M., Harris, O., Smit, N., Engels, R. C. M. E., & Granic, I. (2017). Exploring the role of self-efficacy in biofeedback video games. CHI PLAY 2017 Extended Abstracts - Extended Abstracts Publication of the Annual Symposium on Computer-Human Interaction in Play, 453–461. https://doi.org/10.1145/3130859.3131299
Zayyadi, M., Nusantara, T., Hidayanto, E., Sulandra, I. M., & As’ari, A. R. (2019). Exploring prospective student teachers’ questions on mathematics teaching practice. Journal of Technology and Science Education, 9(2), 228–237. https://doi.org/10.3926/jotse.465
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.