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All Journal Global Education : International Journal of Educational Sciences and Languages Jurnal VARIDIKA
Meifilindati, Intan
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Integrating the Eco Explorers Game to Enhance Elementary Students’ Problem-Solving Skills in Ecosystem Learning Meifilindati, Intan; Maryani, Ika; Okimustava, Okimustava; Kristiawan, Muhammad; Salmo, Josephine Magay
Jurnal VARIDIKA Volume 37 No 2, December 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v37i2.10638

Abstract

Science education at the primary level plays a critical role in fostering students’ higher-order thinking skills, particularly their problem-solving abilities. However, many elementary students continue to face challenges in developing these competencies, leading to generally low levels of performance. This study investigates the effectiveness of the Eco Explorers educational game in enhancing the problem-solving skills of fifth-grade students within the topic of ecosystems. A pre-experimental one-group pretest-posttest design was employed, involving 25 participants selected through a non-probability sampling technique. Data were collected using observation sheets and standardized problem-solving tests, and analyzed using descriptive statistics, paired sample t-tests, and effect size calculations (Cohen’s d) with SPSS version 26. The results revealed a statistically significant improvement in students’ problem-solving abilities (p = 0.000 < 0.05), with a large effect size (Cohen’s d = 2.55). These findings reinforce previous studies highlighting the benefits of game-based learning for cognitive development. In conclusion, the Eco Explorers game is a highly effective instructional tool for improving students’ problem-solving skills in science education, particularly within ecological contexts. The study implies that incorporating interactive digital games into science instruction can significantly enhance student engagement and higher-order thinking, ultimately supporting more meaningful and effective learning experiences in primary education.
Integration of STEM-Based E-Modules to Improve Conceptual Understanding and Digital Literacy in the Human Respiratory System Minarti, Sri; Yulianti, Evy; Meifilindati, Intan
Global Education : International Journal of Educational Sciences and Languages Vol. 2 No. 4 (2025): November: Global Education : International Journal of Educational Sciences and
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70062/globaleducation.v2i4.288

Abstract

This research is motivated by challenges in biology learning, including the lack of digital literacy assessment in schools and the use of conventional learning methods that tend to make students bored. Impractical printed teaching materials cannot be integrated into the form of videos. This research aims to develop an e-module based on Science, Technology, Engineering, and Mathematics (STEM) to analyze the feasibility, practicality, and effectiveness of e-modules in improving students' understanding of concepts and digital literacy on human respiratory system materials. This research uses the Development Research (R&D) method with the ADDIE (Analysis, Design, Development, Implementation, Evaluation) development model.  The research was carried out at SMAN 1 Malinau. The implementation stage used a non-equivalent control group  design involving 34 students in the experimental class and the control class. Data collection instruments include validation sheets for media and material experts, practicality questionnaires for teachers and students, and pretest-posttest  tests to measure concept understanding and digital literacy.  Analysis of effectiveness data using N-gain test and hypothesis test (independent sample t-test for concept understanding and Mann-Whitney for digital literacy). The results of the research based on the validation of media experts and subject matter experts show that the STEM-based e-module is declared "Excellent". The e-module is also rated "Very Practical" by biology teachers and students. The e-module was shown to be effective in improving conceptual understanding, where the average N-gain value of the experimental class (58.63; Quite Effective category) was significantly higher (p=0.017) than that of the control class (40.62).
Co-Authors Evy Yulianti Ika Maryani Muhammad Kristiawan Okimustava Okimustava Salmo, Josephine Magay Sri Minarti