Meirita Sari, Elvida Sari Yunilarosi, Siti Mubarokatul Ula, Vishal R. Panse, Alok Shukla, Shreeniwas Omanwar

Enhancing Third Grade Students’ Learning Outcomes in Science and Social Studies Through Game-Based Learning: A Classroom Action Research

Introduction

Enhancing third grade students’ learning outcomes in science and social studies through game-based learning: a classroom action research. Discover how game-based learning significantly improved 3rd-grade students' Science outcomes, especially on life cycles, through classroom action research. Boosted scores from 31.6% to 100%!

Abstract

The low learning outcomes of third-grade students at SDN 2 Rambang in Science learning. Therefore, innovation through game-based learning is needed. This research aims to improve the learning outcomes of third-grade students at SDN 2 Rambang on the topic of the life cycle of living things in Science learning using the game-based learning method. The subjects of this research were 19 third-grade students at SDN 2 Rambang. The method used in this research was Classroom Action Research which was carried out in 2 cycles. The instruments used included observation sheets, learning outcome tests, and documentation. The results of the research showed that the application of the game-based learning method could improve student learning outcomes. In the pre-cycle, only 6 out of 19 students (31.6%) achieved scores above the Minimum Completeness Criteria. In the first cycle, this increased to 12 students (63.2%), and in the second cycle, it further increased to 19 students 100%). In addition to the increase in learning outcome scores, students also showed increased motivation, activeness, and understanding of the material. Thus, it can be concluded that the game-based learning method is effective in improving student learning outcomes in Science learning, especially on the topic of the life cycle of living things.

Review

This study presents a Classroom Action Research (CAR) investigating the impact of game-based learning on third-grade students' science learning outcomes at SDN 2 Rambang, specifically focusing on the life cycle of living things. Addressing an identified need for innovation due to low initial learning outcomes, the research employed a two-cycle CAR design with 19 students. The findings are compelling, demonstrating a significant increase in student achievement, with the percentage of students meeting the Minimum Completeness Criteria rising dramatically from 31.6% in the pre-cycle to 100% by the second cycle. Furthermore, the abstract highlights observed improvements in student motivation, activeness, and understanding, strongly supporting the conclusion that game-based learning is an effective method for enhancing learning in this context. While the study offers valuable insights into a practical classroom intervention, some aspects warrant further detail and clarification. A notable inconsistency exists between the title, which suggests an enhancement across "Science and Social Studies," and the abstract, which exclusively details the intervention and results within "Science learning" on a specific topic (the life cycle of living things). This discrepancy should be addressed to accurately reflect the scope of the research. Additionally, the abstract, while reporting positive outcomes, lacks specific details regarding the nature of the "game-based learning" method itself. Information on the types of games used, their design principles, and how they were integrated into the curriculum would be beneficial for replication and a deeper understanding of the intervention's mechanisms. Details on how "increased motivation, activeness, and understanding" were systematically measured beyond general observation would also strengthen the qualitative claims. Despite these limitations, this CAR provides strong empirical evidence for the utility of game-based learning in addressing low student achievement and fostering engagement in primary science education. The clear, quantitative improvements in student learning outcomes within a real-world classroom setting make a persuasive case for the intervention's effectiveness. The research serves as a valuable practical guide for educators seeking innovative methods to improve specific learning outcomes. For future work, it would be beneficial to resolve the scope discrepancy, provide richer descriptions of the intervention, and consider its applicability and generalizability across a broader range of subjects and educational contexts.

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