ANALISIS PENGGUNAAN CRAM FLASHCARDS TERHADAP PRESTASI BELAJAR PESERTA DIDIK SEKOLAH DASAR PADA PEMBELAJARAN SAINS
Many previous studies have shown that learning motivation and learning effectiveness can be enhanced through educational learning media, and the recent introduction of enriched game elements has made such interactive games increasingly popular. The main objective of this study was to help primary school learners learn science-related concepts by participating in an educational card game, Cram flashcards. The researcher then investigated learners' perceptions regarding the integration of the game into science learning as well as the educational benefits of the game in relation to learning performance. A one-group pretest-post test design was implemented with 94 elementary school learners in Gunungsitoli City, North Sumatra, selected through purposive sampling. The results of this study found that the learners showed a positive attitude towards the use of educational card games in science learning. The results also showed the effectiveness of the proposed educational card game in improving science knowledge on transportation and energy. The study also suggests that teachers can explore learners' attitudes towards learning using card games to identify the elements that arouse interest and how knowledge is acquired through this interactive learning medium.
Biletska, I. O., Paladieva, A. F., Avchinnikova, H. D., & Kazak, Y. Y. (2021). use of modern technologies by foreign language teachers: developing digital skills. Linguistics and Culture Review, 5(S2), 16–27. https://doi.org/10.21744/lingcure.v5nS2.1327
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), e09541. https://doi.org/10.1016/j.heliyon.2022.e09541
Chen, S.-Y., Tsai, J.-C., Liu, S.-Y., & Chang, C.-Y. (2021). The effect of a scientific board game on improving creative problem solving skills. Thinking Skills and Creativity, 41, 100921. https://doi.org/10.1016/j.tsc.2021.100921
Cheng, C.-H., & Su, C.-H. (2012). A Game-based learning system for improving student’s learning effectiveness in system analysis course. Procedia - Social and Behavioral Sciences, 31, 669–675. https://doi.org/10.1016/j.sbspro.2011.12.122
Creswell, J. W. (2017). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5th Editio). SAGE Publications, Inc.
Dreimane, S., & Upenieks, R. (2020). Intersection of Serious Games and Learning Motivation for Medical Education. International Journal of Smart Education and Urban Society, 11(3), 42–51. https://doi.org/10.4018/IJSEUS.2020070104
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275–285. https://doi.org/10.1016/j.susoc.2022.05.004
Harefa, E. (2023). Implementation of Scientific Inquiry Approach for Enhancing Scientific Literacy among Elementary Students. IRAONO: Journal of Elementary and Childhood Education, 1(1), 32–38.
Harefa, E., Kristiyanto, W. H., & Rondonuwu, F. S. (2019). Visualization of Conduction Heat Transfer using Augmented Reality Technology. Indian Journal of Science and Technology, 12(21), 1–6. https://doi.org/10.17485/ijst/2019/v12i21/139551
Kaye, L. K. (2016). Exploring flow experiences in cooperative digital gaming contexts. Computers in Human Behavior, 55, 286–291. https://doi.org/10.1016/j.chb.2015.09.023
Kirikkaya, E. B., Işeri, Ş., & Vurkaya, G. (2010). A board game about space and solar system for primary school students. Turkish Online Journal of Educational Technology, 9(2), 1–13.
Leong, C., Liesaputra, V., Morrison, C., Parameswaran, P., Grace, D., Healey, D., Ware, L., Palmer, O., Goddard, E., & Houghton, L. A. (2021). Designing Video Games for Nutrition Education: A Participatory Approach. Journal of Nutrition Education and Behavior, 53(10), 832–842. https://doi.org/10.1016/j.jneb.2021.07.001
Liu, E. Z. F. (2011). Avoiding Internet Addiction when Integrating Digital Games into Teaching. Social Behavior and Personality: An International Journal, 39(10), 1325–1335. https://doi.org/10.2224/sbp.2011.39.10.1325
Liu, E. Z. F., & Chen, P.-K. (2013). The Effect of Game-Based Learning on Students’ Learning Performance in Science Learning – A Case of “Conveyance Go.” Procedia - Social and Behavioral Sciences, 103, 1044–1051. https://doi.org/10.1016/j.sbspro.2013.10.430
Lodge, J. M., Kennedy, G., Lockyer, L., Arguel, A., & Pachman, M. (2018). Understanding Difficulties and Resulting Confusion in Learning: An Integrative Review. Frontiers in Education, 3. https://doi.org/10.3389/feduc.2018.00049
Martin, W., Silander, M., & Rutter, S. (2019). Digital games as sources for science analogies: Learning about energy through play. Computers & Education, 130, 1–12. https://doi.org/10.1016/j.compedu.2018.11.002
Partovi, T., & Razavi, M. R. (2019). The effect of game-based learning on academic achievement motivation of elementary school students. Learning and Motivation, 68, 101592. https://doi.org/10.1016/j.lmot.2019.101592
Petri, G., & Wangenheim, C. G. von. (2017). How games for computing education are evaluated? A systematic literature review. Computers & Education, 107, 68–90. https://doi.org/10.1016/j.compedu.2017.01.004
Qian, M., & Clark, K. R. (2016). Game-based Learning and 21st century skills: A review of recent research. Computers in Human Behavior, 63, 50–58. https://doi.org/10.1016/j.chb.2016.05.023
Saini, D. K., & Al-Mamri, M. R. S. (2019). Investigation of Technological Tools used in Education System in Oman. Social Sciences & Humanities Open, 1(1), 100003. https://doi.org/10.1016/j.ssaho.2019.100003
San-José, J.-F. M., Juan, M.-C., Seguí, I., & García-García, I. (2015). The effects of computer-based games and collaboration in large groups vs. collaboration in pairs or traditional methods. Computers & Education, 87, 42–54. https://doi.org/10.1016/j.compedu.2015.03.018
Sanjamsai, S., & Phukao, D. (2018). Flow experience in computer game playing among Thai university students. Kasetsart Journal of Social Sciences, 39(2), 175–182. https://doi.org/10.1016/j.kjss.2018.03.003
Scherer, R., Siddiq, F., & Tondeur, J. (2019). The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education. Computers & Education, 128, 13–35. https://doi.org/10.1016/j.compedu.2018.09.009
Siegler, R. S., & Ramani, G. B. (2008). Playing linear numerical board games promotes low-income children’s numerical development. Developmental Science, 11(5), 655–661. https://doi.org/10.1111/j.1467-7687.2008.00714.x
Tran, T. A., & Duong, V. (2023). Improving Mathematics Learning Outcomes Using Concrete Props in Grade V Elementary School Students. IRAONO: Journal of Elementary and Childhood Education, 1(1), 8–15.
Virtanen, T. E., Vaaland, G. S., & Ertesvåg, S. K. (2019). Associations between observed patterns of classroom interactions and teacher wellbeing in lower secondary school. Teaching and Teacher Education, 77, 240–252. https://doi.org/10.1016/j.tate.2018.10.013