THE INFLUENCE OF DIGITAL GAME-BASED LEARNING ON THE LEARNING OUTCOMES OF FIFTH-GRADE ELEMENTARY SCHOOL STUDENTS IN NATURAL AND SOCIAL SCIENCES (IPAS)

Abstract

The rapid development of digital technology has led to innovative approaches in education, one of which is Digital Game-Based Learning (DGBL). This method integrates digital games into the learning process to improve students’ engagement and understanding. This study aims to determine the effect of using DGBL on elementary school students’ science learning outcomes and to explore their responses toward its classroom implementation. The research employed a quantitative approach with a pre-experimental One Group Pretest-Posttest Design. The sample consisted of 25 fifth-grade students. The instruments used were a learning achievement test and a student response questionnaire. Logical and empirical validity tests confirmed that both instruments were appropriate and effective. Reliability testing using Cronbach’s Alpha indicated that the instruments were reliable. The data met the assumptions of normality and homogeneity. The findings showed a significant positive effect of DGBL on students’ science learning outcomes as indicated by the t-test results. The N-Gain analysis revealed a moderate improvement in learning achievement. Moreover, students’ questionnaire responses demonstrated positive perceptions of DGBL, indicating that they found it enjoyable and engaging in supporting their learning. In conclusion, Digital Game-Based Learning has a significant and positive impact on students’ science learning outcomes and attitudes toward learning. Its implementation in elementary education can enhance motivation, conceptual understanding, and active participation in the classroom.