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All Journal Jurnal Penelitian Pembelajaran Fisika Journal of Advances in Physics Education
M. Hidayat
Universitas Jambi
Education Physics Other

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Preliminary Study of Genially Educational Games for Collaboration on Business and Energy Materials Aprilia Wulandari; M. Hidayat; Erlida Amnie
Journal of Advances in Physics Education Vol. 2 No. 1 (2026): Journal of Advances in Physics Education
Publisher : Master of Physics Education Study Programme

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jape.v2i1.1312

Abstract

This preliminary study explores the potential of Genially-based educational games to enhance students’ collaboration skills in physics, specifically in the work-and-energy unit. A mixed-methods approach was used, collecting data through teacher interviews and a Likert-scale questionnaire administered to 27 ninth-grade students at SMP Adhyaksa 1 Jambi. Results show students' conceptual understanding is good (mean 3.67), although 85.2% still find abstract concepts challenging. Teachers' media use remains limited, while students view educational games as beneficial, especially when accompanied by brief explanations and practice questions. Collaboration skills are rated good to very good (mean 3.95), particularly in respecting opinions and accepting suggestions. These findings suggest Genially-based educational games have significant potential as innovative learning media that support conceptual understanding and foster collaboration skills aligned with 21st-century educational goals.
Needs Analysis for Game-Based Learning Integration: Developing Blooket Media for Teaching Matter and Its Changes in Junior High School Putri Rahma; M. Hidayat; Erlida Amnie
Journal of Advances in Physics Education Vol. 2 No. 1 (2026): Journal of Advances in Physics Education
Publisher : Master of Physics Education Study Programme

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jape.v2i1.1313

Abstract

Background: Junior high school students often struggle with the abstract concepts of physics, particularly in the topic of Matter and Its Changes. This study aims to analyze the need for integrating Blooket, a game-based learning platform, to address these learning difficulties. Methods: A mixed-methods approach was employed, combining semi-structured interviews with two science teachers and a needs assessment questionnaire administered to 26 eighth-grade students at Adhyaksa 1 Junior High School in Jambi. Qualitative data were analyzed thematically, while quantitative data were processed descriptively. Results: The findings indicate that 88.5% of students experience difficulties in learning physics, with 61.5% identifying Matter and Its Changes as the most challenging topic. Key contributing factors included abstract material (30.8%), unclear explanations (38.5%), and lack of real-life examples (26.9%). Conversely, student interest in game-based learning was very high: 92.3% expressed interest in using Blooket, and 57.7% believed educational games enhance learning activity. Teacher support and high digital device accessibility (96.2%) further support its feasibility. Conclusion: There is a strong need for interactive, game-based media like Blooket to bridge the gap between students' learning difficulties and their high interest in engaging methods. This media is proposed as a potential solution to visualize abstract concepts and increase motivation in physics education.
The Implementation of Game-Based Learning to Improve Student Engagement and Learning Outcomes in the Topic of Matter and Its Changes Putri Rahma; M. Hidayat; Erlida Amnie
Jurnal Penelitian Pembelajaran Fisika Vol. 17 No. 2 (2026): In progress
Publisher : Program Studi Pendidikan Fisika, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp2f.v17i2.3499

Abstract

Low student engagement and learning outcomes in physics education are often caused by monotonous teaching methods, highlighting the need for a more innovative approach. This study aims to implement Game-Based Learning (GBL) assisted by Kahoot and examine its influence on student activity and learning outcomes in the physics topic of Substances and Their Changes. A quantitative approach with a Classroom Action Research design was employed, conducted in two cycles consisting of planning, implementation, observation, and reflection stages. The research subjects were 22 seventh-grade students. Data on learning activity were collected through observation sheets covering visual, oral, listening, writing, and mental activities, while learning outcome data were gathered through cognitive tests administered at pre-cycle, cycle I, and cycle II. Data were analyzed using descriptive analysis, paired sample t-test, Friedman test, and effect size calculations. The results showed that GBL significantly improved student learning activity across all indicators, and learning outcomes also increased significantly. Thus, Game-Based Learning assisted by Kahoot is proven effective in enhancing student activity and learning outcomes. These findings imply that a game-based learning approach can serve as a practical alternative for educators to create more interactive and student-centered physics instruction.
Co-Authors Aprilia Wulandari Erlida Amnie Putri Rahma