Pengaruh Model Pembelajaran Game-Based Learning dan Motivasi Belajar terhadap Prestasi IPAS Siswa Sekolah Dasar
The Influence of the Game-Based Learning Model and Learning Motivation on the IPAS Achievement of Elementary School Students
DOI:
https://doi.org/10.47709/educendikia.v6i02.9287Keywords:
ANOVA Dua Jalur, Game-Based Learning, Hasil Belajar IPAS, Motivasi BelajarAbstract
Science literacy outcomes among elementary school students in Indonesia remain relatively low, as instruction is still dominated by expository approaches that fail to engage students actively. Game-Based Learning (GBL) is viewed as an instructional model that can enhance student engagement through interactive, enjoyable learning activities. This study aimed to analyze the influence of the Game-Based Learning (GBL) model and learning motivation on the IPAS (Natural and Social Sciences) learning outcomes of sixth-grade students at SDN Dupak I Surabaya. The study used a quantitative approach with a quasi-experimental, 2×2 factorial design. The participants consisted of 40 students divided into an experimental group (GBL) and a control group (expository). Data were collected via learning motivation questionnaires and IPAS learning outcome tests, then analyzed using Two-Way Analysis of Variance (ANOVA). The analysis results revealed a significant difference in IPAS learning outcomes between students taught using the GBL model and those taught using the expository model (Sig. = 0.002 < 0.05). Furthermore, IPAS learning outcomes differed significantly between students with high and low learning motivation (Sig. = 0.001 < 0.05). However, no significant interaction was found between the instructional model and learning motivation regarding students' IPAS learning outcomes (Sig. = 0.640 > 0.05). The Game-Based Learning (GBL) model showed a significantly greater influence than the expository model in enhancing students' IPAS learning achievement. Additionally, learning motivation significantly influenced academic achievement.References
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