Ayu Fadhilah, Khusnul Khotimah

The The Effectiveness of Gamisafe Sexual Harrasment Application on Elementary School Students' Understanding

Introduction

The the effectiveness of gamisafe sexual harrasment application on elementary school students' understanding . Evaluate Gamisafe, a gamified app, for its effectiveness in improving elementary school students' understanding of sexual harassment and education. Significant improvement shown.

Abstract

Purpose of the study: The purpose of this study is to determine and measure the effectiveness of gamification-based learning applications, namely gamisafe sexual harrasment. This study focuses on elementary school students' understanding of sexual education.  Methodology:.This study used a quantitative approach with a one-group pretest-posttest type of pseudo-experimental design. The research subjects were 59 grade 4 elementary school students. Data were collected through comprehension test instruments given before (pretest) and after (posttest) students used the gamisafe sexual harassment application. after the data were collected, the data were then processed using spss version 26. Main Findings: The use of gamisafe sexual harassment application is proven to be effective in improving students' understanding of sexual education. This is based on the scores obtained by students where after descriptive statistical tests were carried out, the average difference between pretest and posttest scores was 13.3898. The difference between the minimum value of the post-test and the minimum value of the pre-test is a difference of 24. In the T test results, it was found that the significance value was 0.000, which can be said that there is significance in using the gamisafe sexual harassment application Novelty/Originality of this study: The novelty in this research is that the gamisafe sexual harassment application is designed using features that are fun for users. The first is the interactive material feature. Then, there are daily quizzes. There is a role-playing feature where students can choose what actions to take when facing sexual harassment. 

Review

This study addresses a critically important and timely subject: the effectiveness of a gamified application, "Gamisafe," in enhancing elementary school students' understanding of sexual education, specifically concerning sexual harassment. The authors employed a one-group pretest-posttest pseudo-experimental design with 59 fourth-grade students, concluding that the application significantly improved students' comprehension, as evidenced by a substantial difference in pre- and post-test scores and a statistically significant t-test result. The novelty of the research is highlighted through the application's interactive features, including educational materials, daily quizzes, and a role-playing component that allows students to practice responses to harassment scenarios. It is also important to note the grammatical error in the title ("The The") and the misspelling ("Harrasment"). While the study tackles a vital area and offers an innovative intervention, the methodological approach presents significant limitations regarding the generalizability and causal claims. The reliance on a one-group pretest-posttest design, without a control group, makes it difficult to definitively attribute the observed improvements solely to the Gamisafe application. Other factors, such as natural maturation, repeated testing effects, or external influences during the study period, could contribute to the increased understanding. Furthermore, the abstract lacks crucial details about the "comprehension test instruments," such as their validity, reliability, or the specific content domains they assessed, which are essential for evaluating the robustness of the findings. The reported score differences (13.3898 average, 24 minimum) are presented without context, making it challenging to interpret their practical significance relative to the total possible score or the distribution of scores. Despite these methodological considerations, the study offers valuable initial insights and highlights a promising pedagogical tool. The emphasis on interactive and role-playing features in the Gamisafe application is a genuine strength and represents a thoughtful approach to engaging young students with sensitive material. This research serves as a commendable pilot effort, demonstrating the potential of gamification in sexual education. For future research, it is strongly recommended to adopt a more robust experimental design, such as a randomized controlled trial with a control group, to establish stronger causal links. Additionally, providing comprehensive details about the assessment instruments, including their psychometric properties, and clarifying the specific aspects of "sexual education" addressed by the "sexual harassment" application would significantly enhance the study's rigor and interpretability. Correction of the title's errors is also advised.

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