Juego y funciones ejecutivas en la educación preescolar: evidencia, efectos y condiciones de eficacia. Una revisión sistemática

Low learning interest in Natural and Social Sciences (IPAS) remains a concern in elementary schools, including SD Negeri 1 Jatimulyo, South Lampung, where a preliminary survey classified 47 of 77 fifth-grade students (61.0%) as having low interest. This study examined differences in IPAS learning interest between students taught with a joyful learning strategy supported by the game-based learning platform Wordwall and students taught with direct instruction using textbooks and worksheets. This quantitative quasi-experiment used a nonequivalent control group design with all fifth-grade students (saturated sampling; class VA as the experimental group, n = 39, and class VB as the control group, n = 38) across six meetings on ecosystems. Learning interest was measured with a questionnaire of 10 valid items (Cronbach's α = 0.814) and analysed with an independent samples t-test. The mean post-questionnaire score was higher in the experimental class (34.84) than in the control class (26.41), and the difference was statistically significant (t = −13.308, df = 75, p < .001). However, the experimental class also began with a higher mean pretest score (30.42 versus 23.15), so the result should be interpreted with caution. The strategy may serve as an alternative for IPAS instruction, and further studies that control for initial interest are needed. ABSTRAK Minat belajar IPAS peserta didik sekolah dasar masih menjadi persoalan, termasuk di SD Negeri 1 Jatimulyo, Lampung Selatan. tempat survei awal menunjukkan 47 dari 77 peserta didik kelas V (61,0%) berminat belajar rendah. Penelitian ini bertujuan menguji perbedaan minat belajar IPAS antara peserta didik yang belajar dengan strategi joyful learning berbantuan media game-based learning Wordwall dan peserta didik yang belajar dengan direct instruction berbantuan buku dan LKPD. Penelitian kuantitatif ini menggunakan kuasi-eksperimen nonequivalent control group design pada seluruh peserta didik kelas V (sampling jenuh; kelas VA sebagai kelas eksperimen, n = 39, dan kelas VB sebagai kelas kontrol, n = 38) dengan materi ekosistem selama enam pertemuan. Minat belajar diukur dengan angket 10 butir valid (α = 0,814) dan dianalisis dengan uji-t sampel independen. Rerata skor akhir kelas eksperimen (34,84) lebih tinggi daripada kelas kontrol (26,41), dan perbedaan itu signifikan secara statistik (t = −13,308; db = 75; p < 0,001). Namun, kelas eksperimen juga memulai dengan rerata skor awal yang lebih tinggi (30,42 berbanding 23,15), sehingga hasil perlu ditafsirkan secara hati-hati. Strategi ini dapat dipertimbangkan sebagai alternatif pembelajaran IPAS, dan penelitian lanjutan dengan pengendalian skor awal diperlukan.

The use of the cooperative learning model of Teams Games Tournament (TGT) supported by Baamboozle media has the potential to increase student engagement through discussion, collaboration, and game-based activities. This study examines the effectiveness of the TGT model supported by Baamboozle media in improving students' learning outcomes in the topic of Work and Energy at SMA Negeri 2 Tondano. The study used a quasi-experimental method with a non-equivalent pretest-posttest control group design. The sample consisted of 30 students divided into an experimental class and a control class, with 15 students in each class. The descriptive analysis showed that the average score in the experimental class increased from 30.6 to 78.93, while the average score in the control class increased from 26.46 to 69.46. The average N-Gain score was 0.6991 in the experimental class and 0.5949 in the control class. Both classes were in the moderate category, but the improvement in learning outcomes was greater in the experimental class than in the control class. These findings indicate that the TGT model supported by Baamboozle media can be an alternative teaching strategy for improving student learning outcomes. The implication of this study is that the TGT model supported by Baamboozle media can be considered for use in physics learning to create an interactive and collaborative learning environment that encourages active student participation

This study examined the use of digitized game-based learning activities to support Grade 7 students’ interest and mathematics achievement at Demetrio L. Alviola National High School, Bindoy, Negros Oriental, during school year 2025–2026. A quantitative quasi-experimental pretest–posttest design with a survey component involved 120 learners, consisting of 60 in the control group and 60 in the experimental group. The control group received conventional mathematics instruction, while the experimental group participated in a four-week digitized game-based approach. A 48-item competency test, an adapted 20-item mathematics-interest questionnaire, and a learning-style inventory informed data collection. Frequency, percentage, mean percentage scores, descriptive statistics, Wilcoxon tests, and Mann–Whitney U tests were used for analysis. The experimental group’s overall mathematics mean percentage score increased from 70.11% to 79.13%, compared with 68.20% to 74.55% in the control group. The experimental group’s composite interest rating rose from 3.33 (moderate) to 3.86 (high), with significant pre–post differences reported across all four interest dimensions. However, the between-group difference in learning gains was significant only for the bar-models-and-equations competency (p = .021); the other three competencies showed no significant between-group differences. The reported interest–competence association was nonsignificant (p = .875). The findings support digitized game-based activities as a supplementary strategy for improving students’ mathematics interest, while indicating more limited evidence of advantages in achievement across all targeted competencies.

This study aimed to develop and evaluate a Problem-Based Wordwall Edugame instructional package for sixth-grade Science and Social Studies (IPAS) and examine its association with students’ critical-thinking performance. Using a research-and-development approach guided by the ADDIE model, the study incorporated a quasi-experimental pretest–posttest comparison involving all 30 sixth-grade students at SDN 3 Sendangrejo, Indonesia, assigned by pretest scores to experimental (n = 15) and control (n = 15) groups. Data were collected through expert-validation sheets, classroom observations, teacher and student response questionnaires, and critical-thinking tests, and analyzed using descriptive statistics, assumption tests, paired- and independent-samples t-tests, and normalized gains. Expert validation yielded 87% for content, 89% for media, and 88% for learning devices; implementation reached 92.76%, and teacher and student responses each reached 93%. Mean critical-thinking scores increased from 56.80 to 89.87 in the experimental group and from 53.73 to 68.87 in the control group; normalized gains were 0.77 and 0.33, respectively. The posttest group difference was significant, t(28) = 12.73, p < .001. These findings are consistent with constructivist and problem-based learning research and suggest that pedagogically integrated gamification can support critical-thinking development. However, the single-school sample, nonrandom group allocation, and combined intervention limit causal inference and generalizability; larger controlled studies should test individual components and longer-term effects.

This study investigates the internalization of moral education values through traditional games in an Islamic early childhood education institution, focusing on the implementation of play-based activities, teacher facilitation, and children's emerging moral behaviors. Adopting a qualitative field research approach, the study was conducted at RA Athfalul Huda GUPPI, Qurnia Village, Mataram, Indonesia. Research participants were purposively selected and included the school principal, teachers, and children involved in traditional game-based learning. Data were collected through observation, interviews, and documentation, and analyzed using the Miles and Huberman interactive model, comprising data reduction, data display, and conclusion drawing and verification. Data credibility was supported through source and methodological triangulation and sustained observation. The findings identify four traditional games Cublak-Cublak Suweng, Gobak Sodor, Petak Umpet, and Dakon—as learning activities that provide opportunities for children to experience and practice moral values through shared rules, peer interactions, turn-taking, and collaborative participation. Teacher facilitation, particularly through behavioural modelling, rule reinforcement, guidance, and post-activity reflection, emerged as an important component of the moral learning process. The values addressed through these activities included honesty, trustworthiness, responsibility, patience, cooperation, sportsmanship, tolerance, humility, and social awareness. Furthermore, parent-reported observations indicated that some positive behavioral practices were also reflected in children's interactions at home. These findings highlight the pedagogical potential of culturally embedded traditional games as a context for experiential moral education. The study contributes a contextually grounded understanding of how traditional play and teacher mediation can support the development of moral awareness and emerging behavioral practices in Islamic early childhood education.