Pengaruh Pendekatan Gamification Terhadap Hasil Belajar Kognitif Siswa Sekolah Dasar

Abstract

This study was motivated by the low cognitive learning outcomes of fourth-grade students in IPAS history due to the use of conventional teaching approaches. The study aimed to examine the relationship between the use of a gamification approach and students’ cognitive learning outcomes in learning the history of kingdoms in the Nusantara. The study employed a quasi-experimental Nonequivalent Control Group Design involving 54 fourth-grade students at SDN 1 Nagri Kidul, Purwakarta, consisting of 27 students in the experimental class and 27 students in the control class. Data were collected through 15-item multiple-choice pretest and posttest instruments. The descriptive results showed an increase in the experimental class from a mean pretest score of 48.07 to 79.93, while the control class increased from 46.04 to 67.81. The N-Gain was 62.30% in the experimental class and 39.97% in the control class. Simple regression analysis produced R = 0.673 and R Square = 0.452, indicating a positive relationship and that 45.2% of the variance in cognitive learning outcomes was associated with the gamification variable in the model. Because the available analysis does not report an inferential significance value, the findings are interpreted as descriptive and associational rather than as definitive evidence of a causal effect. The study contributes an implementation of gamification through points, badges, cards, quizzes, and group competition in IPAS learning on the history of kingdoms in the Nusantara.