EFEKTIVITAS PENDEKATAN GAMIFIKASI DALAM MENINGKATKAN HASIL BELAJAR IPAS PADA SISWA KELAS III SD NEGERI 4 KUTOHARJO KABUPATEN REMBANG

Abstract

Science and Social Studies (IPAS) learning in Grade III of SD Negeri 4 Kutoharjo, Rembang Regency, was still teacher-centered and had not integrated game elements, so students’ learning outcomes were not yet optimal. This study aimed to determine the effectiveness of the gamification approach in improving IPAS learning outcomes and the magnitude of the improvement. It was a quantitative study using a pre-experimental one-group pretest-posttest design. The population and the sample were all 32 Grade III students, selected through saturated sampling, a nonprobability sampling technique. Data were collected through tests, observation, and documentation. The learning outcome test consisted of 20 valid multiple-choice items (Cronbach’s alpha = 0.928). Gamification was implemented in three meetings using points, challenges, a leaderboard, and rewards. The data were analyzed using the Shapiro-Wilk normality test, the paired sample t-test, N-gain, and mastery learning tests. The pretest and posttest data were normally distributed (Sig. 0.274 and 0.122). The mean score increased from 64.38 in the pretest to 87.34 in the posttest. The paired sample t-test yielded t = 14.945 (df = 31) with Sig. (2-tailed) < 0.001, so H₀ was rejected and H_a was accepted. The mean N-gain was 0.65 (64.97%), categorized as moderate, and classical mastery reached 100%, exceeding the 75% criterion. It can be concluded that the gamification approach is effective in improving the IPAS learning outcomes of Grade III students. Gamification is recommended as an innovative alternative for teachers in IPAS and other subjects.