Arif Sapta Mandala, Irma Rachmah Hidayah, Dewi Hamidah, Yuniar Ika Putri Pranyata, Fauziah
Despite the growing interest in gamification as an exciting new approach to learning mathematics, the evidence for its effectiveness in enhancing students' mathematical critical thinking (MCT) skills still needs to be debated. Some reports show inconsistent results regarding the effect of the gamification approach on students' MCT. Therefore, this study examines the impact of implementing the gamification approach on students' MCT compared to conventional learning using a meta-analysis approach over six years. The Comprehensive Meta-Analysis (CMA) software was used with Hedges' g as the effect size statistic and random-effects models to account for heterogeneity. Moreover, subgroup analyses were conducted to explore potential moderators of the effect size, game types, education level, and publication year. The results showed a significant positive effect of the gamification approach on students' MCT skills (g = 1.597, p < 0.05, k = 19). This indicates a solid effect. In addition, the effect size exhibited a positive trend with game types, education level, and publication year. Furthermore, no publication bias was detected. The study's implications are discussed to provide valuable insights for future researchers and educators using the gamification approach. © 2025 Author(s).
Universitas Negeri Malang, Malang, Indonesia; Institut Agama Islam Negeri Kediri, Kediri, Indonesia; Universitas PGRI Kanjuruhan Malang, Malang, Indonesia; Universitas Bung Hatta, Padang, Indonesia
