ANALISIS PENGGUNAAN CRAM FLASHCARDS TERHADAP PRESTASI BELAJAR PESERTA DIDIK SEKOLAH DASAR PADA PEMBELAJARAN SAINS
Abstrak
Banyak penelitian sebelumnya telah menunjukkan bahwa motivasi belajar dan efektivitas pembelajaran dapat ditingkatkan melalui media pembelajaran edukasi, dan pengenalan elemen permainan yang diperkaya baru-baru ini telah membuat permainan interaktif semacam itu semakin populer. Tujuan utama dari penelitian ini adalah untuk membantu peserta didik sekolah dasar mempelajari konsep-konsep yang berhubungan dengan sains dengan berpartisipasi dalam permainan kartu pendidikan, yaitu Cram flashcards. Peneliti kemudian menyelidiki persepsi peserta didik mengenai integrasi permainan ke dalam pembelajaran sains serta manfaat pendidikan dari permainan yang berkaitan dengan kinerja pembelajaran. Desain one-group pretest-post test diimplementasikan kepada 94 peserta didik sekolah dasar di Kota Gunungsitoli, Sumatera Utara, yang dipilih melalui pursposive sampling. Hasil penelitian ini didapatkan bahwa para peserta didik menunjukkan sikap positif terhadap penggunaan permainan kartu edukatif dalam pembelajaran sains. Hasil ini juga menunjukkan keefektifan permainan kartu pendidikan yang diusulkan dalam meningkatkan pengetahuan sains tentang transportasi dan energi. Penelitian ini juga menyarankan agar para guru dapat mendalami sikap peseta didik terhadap pembelajaran menggunakan permainan kartu untuk mengidentifikasi unsur-unsur yang membangkitkan minat dan bagaimana pengetahuan diperoleh dari melalui media belajar interaktif ini.
Referensi
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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
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
| Keywords | : |
Kata Kunci:
game-based learning, flashcards, science learning, elementary school game-based learning, flashcards, science learning, elementry school
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| Galleys | : | |
| Diterbitkan | : |
2023-10-01
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| Cara Mengutip | : |
Lase, R. E., Telaumbanua, Y. D., Boi Gea, F. W., & Harefa, E. (2023). ANALISIS PENGGUNAAN CRAM FLASHCARDS TERHADAP PRESTASI BELAJAR PESERTA DIDIK SEKOLAH DASAR PADA PEMBELAJARAN SAINS. Jurnal Tunas Pendidikan, 6(1), 1–10. https://doi.org/10.52060/pgsd.v6i1.1186
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