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All Journal JRTI (Jurnal Riset Tindakan Indonesia)
Loly Marlina Harianja
Universitas Negeri Padang
Religion Humanities Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Problem-based learning with a digital snake-and-ladder game to improve students' learning motivation and activity in biology learning Loly Marlina Harianja; Rahmawati Darussyamsu; Lufri Lufri; Heffi Alberida
JRTI (Jurnal Riset Tindakan Indonesia) Vol. 11 No. 1 (2026): JRTI (Jurnal Riset Tindakan Indonesia)
Publisher : IICET (Indonesian Institute for Counseling, Education and Therapy)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/30036933000

Abstract

This classroom action research aimed to improve students' learning motivation and activity in biology learning through the implementation of Problem-Based Learning (PBL) assisted by a digital snake-and-ladder game on the premise that a digital game can strengthen PBL's problem-solving stages by increasing engagement, immediate feedback, and structured participation. The study was conducted in two cycles involving 35 eleventh-grade students (Phase F.5) at SMA Negeri 12 Padang on the Coordination System topic. Data were collected using a 24-item Likert-scale learning motivation questionnaire and a structured, inter-rater 37-item learning activity observation sheet, and were analyzed descriptively using a percentage formula against a pre-established ≥80% success criterion adapted from Purwanto's (2009) categorization. The results showed that learning motivation increased from 66.24% in the Pre-Cycle to 77.14% in Cycle I and 81.14% in Cycle II. Meanwhile, learning activity increased from 65.91% to 75.87% and 83.17%, respectively, exceeding the success criterion of ≥80%. These findings indicate that PBL assisted by a digital snake-and-ladder game has strong potential to improve students' learning motivation and activity in biology learning, although, as with any classroom action research conducted without a control group, this evidence should be read as improvement within the specific classroom context rather than a definitive causal effect.
Co-Authors Heffi Alberida Lufri Lufri Rahmawati Darussyamsu