The Implementation Of Scratch-Assisted Game-Based Learning to Improve Elementary School Students’ Analogical Reasoning Skills on Biotic and Abiotic Topics

Alifa Rahma Aulia, Naila Rahmadani Ridwan, Suci Rohmawati, Neni Hermita, Rifqa Gusmida Syahrun Barokah

Abstract


This study aims to examine the effect of using game-based learning media, assisted by Scratch, on improving students’ analogical reasoning skills in learning biotic and abiotic concepts in the third grade of elementary school. Previous studies have generally focused on the use of Scratch to enhance programming or computational thinking skills; therefore, research that specifically investigates its effect on analogical reasoning skills in elementary science learning remains limited.This study employed a quantitative, quasi-experimental method using a one-group pretest–posttest design. The research subjects consisted of 25 third-grade students at SDN 130 Pekanbaru. Data were collected through validated, reliable essay-based tests. The research procedure included administering a pretest, implementing game-based learning using Scratch, and conducting a posttest.The results showed an improvement in students’ mean scores from 50.83 in the pretest to 67.50 in the posttest. The N-Gain score of 0.31 falls into the moderate category, indicating an improvement in students’ analogical reasoning skills after the learning intervention. In addition, the decrease in standard deviation from 22.25 to 18.24 suggests a more even distribution of students’ understanding.In conclusion, the implementation of Scratch-assisted game-based learning demonstrates a positive contribution to improving students’ analogical reasoning skills in learning biotic and abiotic concepts at the elementary school level. 

Keywords


Game-Based Learning, Scratch, Analogical Reasoning, Biotic and Abiotic Concepts, Elementary School.Top of Form

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DOI: https://doi.org/10.21107/widyagogik.v14i1.34311

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Widyagogik : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar 
ISSN 2541-5468 (Online)  and ISSN 2303-307X(Print)