Teachers’ Role in Implementing Roblox-Based Gamification to Enhance Fourth-Grade Students’ Motivation in Learning Equivalent Fractions

Alim Amin Fathan; Nurrohmatul Amaliyah

doi:10.17509/ymfxf798

Authors

Alim Amin Fathan Universitas Muhammadiyah Prof. Dr. Hamka Author
Nurrohmatul Amaliyah Universitas Muhammadiyah Prof Dr. Hamka Author

DOI:

https://doi.org/10.17509/ymfxf798

Abstract

Mathematics learning in elementary schools often faces challenges related to low student motivation and mathematics anxiety. Although gamification has been recognized as an effective strategy for increasing student engagement, most studies have focused on 2D quiz-based applications such as Kahoot and Quizizz, while the use of immersive virtual 3D platforms such as Roblox remains limited. This study explored teachers’ roles in enhancing fourth-grade students’ motivation to learn equivalent fractions through Roblox-based gamification. A qualitative case study was conducted using semi-structured interviews, classroom observations, and documentation involving a fourth-grade teacher, a principal, and 28 fourth-grade students (with six key informants) at SDN Kapuk 02 Pagi, West Jakarta. Learning was delivered using the customized 3D map “Mount Matematika Pecahan Senilai”. The findings revealed that the teacher effectively functioned as an adventure-mission designer and learning facilitator, restructuring abstract fraction problems into progressive digital quests. Consequently, students voluntarily repeated fraction challenges after unsuccessful attempts, collaborated to solve obstacle-based tasks, and became more confident in explaining equivalent fraction concepts during discussions. Teachers also reported that previously passive students participated more actively and showed greater persistence in completing learning tasks. These findings imply that integrating teacher-guided immersive virtual Roblox-based gamification provides an innovative, learner-centered paradigm for elementary mathematics instruction.

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