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All Journal Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal)
Vava Imam Agus Faisal
Universitas Sains Al-Qur'an
Agriculture, Biological Sciences & Forestry Chemistry Education Physics

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Pengembangan Media Game Edukatif KARIKA Berpendekatan Contextual Teaching and Learning untuk Meningkatkan Kemampuan Berpikir Kritis dan Kolaborasi Siswa di SMA Negeri 1 Kertek Rifatun Hasanah; Ahmad Khoiri; Vava Imam Agus Faisal
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 2 (2026): May
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i2.1971

Abstract

The low level of students’ critical thinking and collaboration skills, along with the limited use of interactive learning media in physics learning, has become one of the major challenges in 21st-century education. This study aimed to develop the KARIKA educational game media based on the Contextual Teaching and Learning (CTL) approach on global warming material and to determine its validity, practicality, and effectiveness in improving students’ critical thinking and collaboration skills in grade X of SMA N 1 Kertek. This research employed the Research and Development (R&D) method using the ADDIE model, consisting of analyze, design, develop, implement, and evaluate stages. Data were collected through observation, interviews, questionnaires, tests, and documentation. The research subjects included expert validators, physics teachers, and grade X students of SMA N 1 Kertek. The results showed that the KARIKA educational game media achieved an average validity score of 91.8% categorized as “very valid”. The practicality result obtained an average score of 86.82% categorized as “very practical” based on teachers’ and students’ responses. The effectiveness of the media was indicated by the paired sample t-test results showing a significant difference before and after the implementation of the media, as well as the N-Gain results of critical thinking skills at 68.74% and collaboration skills at 59.76%, both categorized as moderate or “quite effective”. These findings indicate that the CTL-based KARIKA educational game media is feasible to be used as an innovative, interactive, and contextual physics learning medium to support the improvement of students’ critical thinking and collaboration skills.
Pembelajaran Problem-Based Learning Berbantuan Media Educaplay untuk Meningkatkan Keterampilan Berpikir Kritis Siswa Umi Fitrotun; Ahmad Khoiri; Vava Imam Agus Faisal
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 2 (2026): May
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i2.1982

Abstract

Critical thinking skills are essential in 21st-century physics education. However, learning processes that are still teacher-centered have hindered the optimal development of students’ critical thinking skills. The Problem Based Learning (PBL) model assisted by Educaplay media can serve as an alternative learning approach that enhances student engagement through interactive activities and problem-solving. This study aimed to determine the effect of the PBL model assisted by Educaplay on students’ critical thinking skills in the topic of thermal expansion. The study employed a quantitative approach using a quasi-experimental method with a Pretest-Posttest  control group design. The research sample consisted of two eleventh-grade classes at MAN 2 Wonosobo selected through purposive sampling techniques. Data analysis was conducted using normality tests, homogeneity tests, independent sample t-tests, and N-Gain analysis. The results showed that the implementation of the PBL model assisted by Educaplay had a positive effect on students’ critical thinking skills. The average N-Gain score of the experimental class was higher than that of the control class. This study contributes to the development of technology-based physics learning to improve students’ higher-order thinking skills.
Co-Authors Ahmad Khoiri Rifatun Hasanah Umi Fitrotun