Developing Interactive Game-Based Learning Media to Enhance Conceptual Understanding of the Human Digestive System in Elementary Education
), Erna Retna Safitri(2), Makmum Raharjo(3), Mahizer Hamzah(4)
| 
Country:
(1) Department of Educational Technology, Universitas Sriwijaya, Indonesia
(2) Department of Educational Technology, Universitas Sriwijaya, Indonesia
(3) Department of Educational Technology, Universitas Sriwijaya, Indonesia
(4) Department of Educational Studies, Universiti Pendidikan Sultan Idris, Malaysia
Corresponding Author
This study aims to develop interactive game-based learning media on the human digestive system for elementary school students and to test the validity, practicality, and potential effectiveness of the media. The development model used is the Rowntree model, which consists of three main stages: planning, development, and evaluation. This model emphasizes systematic and structured media development to ensure effective learning. Formative evaluation is conducted using the Tessmer model, which includes one-to-one and small-group trials. The media's validity was assessed by media, content, and language experts, while its practicality was tested through one-to-one and small group evaluations. Potential effectiveness of the media was measured through field testing by comparing pre-test and post-test scores. The media's validity was assessed using percentage scores of 97.7%, 87.61%, and 94.81% from media, content, and language experts, with an overall average of 93.41%, which is categorized as very valid. The practicality aspect received a score of 88.55%, indicating it is highly practical. The field test results showed an average post-test score of 85.11 and an N-Gain of 0.72, both of which are considered high. Based on these results, it can be concluded that the interactive game-based learning media has high validity, practicality, and effectiveness. This media contributes explicitly to Science and Social Studies learning through an innovative gamification approach, distinguishing it from previous studies. The use of this media not only enhances students' understanding of the human digestive system but also introduces a fun and interactive learning method, providing a new learning experience for elementary school students. The novelty of this study lies in the gamification design developed to facilitate an understanding of abstract concepts related to the human digestive system, in accordance with cognitive learning theory. This design integrates visual and audio elements to support dual coding. Additionally, this media is also designed for offline use.
Keywords: development, learning media, interactive educational game, elementary school, human digestive system.
Aldalur, I., & Perez, A. (2023). Gamification and discovery learning: motivating and involving students in the learning process. Heliyon, (9)1, 1-14.
Al-Khalidi, I. (2021). How to make learning effectiveness with mayer's multimedia instructional model. International Journal of Sciences: Basic and Applied Research, 60, 123–139.
Alessi, S. M., & Trollip, S. R. (2001). Multimedia for learning: methods and development (3rd ed.). Allyn & Bacon.
Alotaibi, M. S. (2024). Game-Based learning in early childhood education: a systematic review and meta-analysis. Frontiers in Psychology, 1–11.
Ammar, M., Al-Thani, N. J., & Ahmad, Z. (2024). Role of pedagogical approach in fostering innovation among k-12 students in STEM education. Social Sciences and Humanities Open, (9), 1–13.
Barakwan, M. F., & Heriyawati, D. (2024). The implementation of the quizalize application in improving academic writing skills of EFL students. Journal of Language Teaching Literature, 11(2)
Byusa, E., Kampire, E., & Mwesigye, A. R. (2022). Game-Based learning approach on students' motivation and understanding of chemistry concepts: a systematic review of literature. Heliyon, 8(5)
Calzada, L. R., Velasco, M. P., & Fuentes, J. U. (2024). The educational impact of comprehensive serious game within the university setting: improving learning and fostering motivation. Heliyon, 10(16).
Ding, A.-C. E., & Yu, C.-H. (2024). Show game-based learning and learning by making games: types of game-based pedagogies and student gaming hours impact students' science learning outcomes. Computers and Education, 218, 105075.
Dogomeo, J., Aliazas, J. V., Masa, R. A. Z., Rosal, M. L. T. P., Flores, M. T., Siudad, R. J., ... & Osorio, R. (2022). International journal of science technology engineering and mathematics: volume 2 issue 4 december 2022. Institute of Industry and Academic Research Incorporated.
Elice, D., Maseleno, A., & Pahrudin, A. (2024). Formal, Informal, and Non-Formal Education Systems. Journal of Learning and Educational Policy.
Hellin, C. J., Esteban, F. C., Balledor, A., Gómez, J., Tortosa, S. O., & Tayebi, A. (2023). Enhancing student motivation and engagement through a gamified learning environment. Sustainability, 15(19), 14119.
Ingtyas, F. T., & Akmal, N. (2024). Development of macromedia flash-based interactive media in food ingredients knowledge subjects. International Journal of Educational Research & Social Sciences.
Jääskä, E., Lehtinen, J., Kujala, J., & Kauppila, O. (2022). Game-based learning and students' motivation in project management education. Project Leadership and Society, 3, 100055.
Juhji, & Nuangchalerm, P. (2020). Interaction between scientific attitudes and science process skills toward technological pedagogical content knowledge. Journal for the Educational of Gifted Young, 8(1), 1–16.
Katual, D., Goede, R., & Drevin, L. (2023). Game-Based learning to improve critical thinking and knowledge sharing: literature review. Journal of the International Society for the Systems Sciences, 67.
Lafifa, F., Rosana, D., Suyanta, Nurohman, S., & Astuti, S. R. (2023). Integrated STEM approach to improve 21st century skills in indonesia: a systematic review. International Journal of STEM Education for Sustainability, 3(2), 252–267.
Li, Y., Chen, D., & Deng, X. (2024). The impact of digital educational games on students' motivation for learning: the mediating effect of learning engagement and the moderating effect of the digital environment. PloS one, 19(1), e0294350.
Ministry of National Education. (2003). Law of the republic of indonesia number 20 year 2003 on the national education system. Jakarta: Ministry of National Education.
Putz, L. M., Hofbauer, F., & Treiblmaier, H. (2020). Can gamification help to improve education? findings from a longitudinal study. Computers in Human Behavior, 110, 106392.
Ren, J., Xu, W., & Liu, Z. (2024). The impact of educational games on learning outcomes: evidence from a meta-analysis. International Journal of Game-Based Learning (IJGBL), 14(1), 1-25
Rowntree, D. (1994). Preparing instructional materials: A guide for trainers and teachers (2nd ed.). London: Kogan Page.
Sappaile, B. I. (2024). The impact of gamification learning on student motivation in elementary school learning. Journal of Science and Technology.
Sareen, S., & Mandal, S. (2024). Challenges of blended learning in higher education across the global North-South: A systematic and integrative literature review. Social Sciences & Humanities Open, 10, 101011.
Sari, L. N., & Bintang, P. (2022). Konsep sistem pencernaan pada manusia berdasarkan al-qur'an dan hadits [The concept of the human digestive system based on the qur'an and hadith]. Jurnal Penelitian, Pendidikan dan Pengajaran: JPPP, 3(3), 248-255.
Setiawan, B., & Suwandi, E. (2022). The development of indonesia national curriculum and its changes: the integrated science curriculum development in indonesia. Journal of Innovation in Educational and Culture Research, 3(4), 528-535.
Silfia, I., Miktam, D. G., Septiawan, D., Rahmi, Y., & Ardi, R. R. (2024). The effect of video-based learning media on the learning interest of elementary school students. International Conferences of Psychology.
Smaldino, S. E., Lowther, D. L., Mims, C., & Russell, J. D. (2019). Instructional technology and media for learning (12th ed.). Pearson.
Smiderle, R., Rigo, S. J., Marques, L. B., Coelho, J. A., & Jaques, P. A. (2020). The impact of gamification on students' learning, engagement, and behavior based on their personality traits. Smart Learning Environments, 7(1), 3.
Sun, L., Kangs, M., & Ruokamo, H. (2024). Game-Based features in intelligent game-based learning environments: a systematic literature review. Interactive Learning Environments, 32(7), 3431-3447.
Tessmer, M. (1993). Planning and conducting formative evaluations. London: Kogan Wardoyo, C., Satrio, Y. D., Narmaditya, B. S., & Wibowo, A. (2021). Do Technological Knowledge and Game-Based Learning Promote Students Achievement: Lesson From Indonesia. Heliyon, 7(11)
Zainuddin, Z. (2024). Integrating ease of use and affordable gamification-based instruction into a remote learning environment. Asia Pacific Education Review, 25(5), 1261-1272.
Zheng, Y., Zhang, J., Li, Y., Wu, X., Ding, R., Luo, X., . . . Huang, J. (2024). Effects of digital game-based learning on students' digital etiquette literacy, learning motivations and engagement. Heliyon, 10 (1),
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.