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All Journal Vidya Karya Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran
Irfan Bayu Saputra
STKIP PGRI Bandar Lampung
Education

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Educational History Game Based on Hero Struggle Stories to Strengthen the Patriotic Character of Elementary School Students Yulia Siska; Andri Wicaksono; Ambyah Harjanto; Mareyke Jessy Tanod; Irfan Bayu Saputra
Vidya Karya Vol 41, No 1 (2026): APRIL 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jvk.v41i1.25591

Abstract

Local history learning in elementary schools plays an important role in developing students’ national identity and patriotic character. However, history instruction is often delivered through memorization-based approaches with limited interactive media, resulting in low engagement and weak value internalization. This study aimed to develop and evaluate a narrative-based educational history game incorporating local hero struggle stories to strengthen the patriotic character of elementary school students. The research employed a research and development method using the ADDIE model. Participants consisted of three expert validators, one teacher, and 25 fifth-grade students in an elementary school in Bandar Lampung, Indonesia. Data were collected through validation questionnaires, user responses, and pretest–posttest instruments. Results showed the game achieved very high feasibility (97.5%), was very practical for teachers (92.5%), and highly attractive for students (95%). Effectiveness testing indicated significant improvement in students’ historical understanding and patriotic character, supported by moderate N-gain results (0.66). The findings contribute practically by providing an interactive learning medium for elementary history instruction and theoretically by supporting the integration of narrative-based game learning for character education.
Integrating digital learning media for local history education: A design framework based on the story of Radin Intan II Yulia Siska; Andri Wicaksono; M. Yanuardi Zain; Ambyah Harjanto; Kadek Dio Watara; M. Tegar Prakoso; M. Iqbal Rasyid; Irfan Bayu Saputra
Premiere Educandum : Jurnal Pendidikan Dasar dan Pembelajaran Vol. 16 No. 1 (2026)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/pe.v16i1.25723

Abstract

Local history learning in primary education requires learning resources that can connect historical events with cultural meanings, visual representations, and opportunities for active engagement. However, the development of digital media for local history often results in separate instructional products whose pedagogical functions are not explicitly connected. This study aimed to develop an integrated design framework for local history education by synthesizing findings from four digital learning media development studies centered on the historical narrative of Radin Intan II, a national hero associated with the history of Lampung. The study employed a design-oriented research approach informed by Design-Based Research principles and used cross-study synthesis as the main analytical procedure. Empirical findings from four related development studies—Creative Wayang Story, digital comic, 3D flipbook, and educational game—were examined through descriptive quantitative analysis, qualitative coding, and comparative mapping of their pedagogical affordances. Expert validation across the media ranged from 90% to 98%, while student responses ranged from 95% to 97%. The synthesis identified differentiated but complementary functions: narrative-cultural grounding, visual-narrative representation, spatial-temporal elaboration, and interactive exploration, respectively. These findings were translated into an Integrated Design Framework in which the historical narrative of Radin Intan II functions as the organizing core that maintains continuity across different media while preserving their distinctive pedagogical functions. The study contributes a narrative-centered approach to multimodal local history learning by shifting the focus from developing multiple media to deliberately orchestrating their complementary functions. The framework provides an empirically informed design basis for subsequent classroom implementation and experimental testing, rather than a claim of causal effectiveness.
Co-Authors Ambyah Harjanto Andri Wicaksono, Andri Kadek Dio Watara M. Iqbal Rasyid M. Tegar Prakoso M. Yanuardi Zain Mareyke Jessy Tanod