Game-Based Learning Media: Effort to Increase Self-Regulated Learning and Critical Thinking Skills In Science

Ria Rochmi Safitri; Eko Marwanto

doi:10.26811/didaktika.v9i3.2021

Authors

Ria Rochmi Safitri Sekolah Menengah Pertama Negeri 1 Sampit, Kalimantan Tengah, Indonesia
Eko Marwanto Sekolah Menengah Kejuruan Negeri 2 Sampit, Kalimantan Tengah, Indonesia

DOI:

https://doi.org/10.26811/didaktika.v9i3.2021

Abstract

Low levels of self-regulated learning and critical thinking skills among students remain a challenge in science education, as teacher-centred approaches still dominate learning activities. This study aims to develop, examine the practicality, and test the effectiveness of game-based learning (GBL) media in enhancing students’ self-regulated learning and critical thinking skills. This research employed a research and development (R&D) design using Rido Ramadan’s version of the Game Development Life Cycle (GDLC) model, consisting of six stages: initiation, pre-production, production, testing, beta, and release. Data were collected through both test and non-test techniques at SMP Negeri 1 Sampit, involving teachers and grade VII students using a randomized pretest–posttest control group design. The results show that GBL media is feasible in both construction and content with “very good” criteria, practical based on teacher and student responses, and effective in improving self-regulated learning (N-gain = 0.10) and critical thinking skills (N-gain = 0.50), compared to PowerPoint-based learning. In conclusion, the developed GBL media is valid, practical, and effective as an innovative learning tool to promote independent and critical learning in science education.

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