The Effect of Game-Based Learning Media with Problem-Based Learning Model on Self-Regulated Learning and Critical Thinking Skills

Ria Rochmi Safitri; Eko Marwanto

doi:10.17509/pdgia.v23i2.83251

The Effect of Game-Based Learning Media with Problem-Based Learning Model on Self-Regulated Learning and Critical Thinking Skills

Ria Rochmi Safitri, Eko Marwanto

Abstract

This study aims to determine the effectiveness of using Game-Based Learning media combined with the Problem-Based Learning model in science learning to improve self-regulated learning and critical thinking skills. This quantitative study used a quasi-experimental design with a randomized pretest-posttest control group design. It involved 74 seventh-grade students at SMP Negeri 1 Sampit, Indonesia, divided into control and experimental classes through cluster random sampling. Data were collected using test and non-test methods and analyzed with MANOVA in SPSS 28. The results showed that GBL media with the PBL model was effectively used in science learning to improve self-regulated learning and critical thinking skills with a significance of 0.003 and an effect size of 0.158 which is included in the large category. The limitations of this study are the relatively small number of samples, only one comparison group, and the short duration of the study. The implications of research with small samples and the lack of comparison groups are that it produces results that are less representative and difficult to generalize. Further research can be conducted using a wider and more diverse sample, comparing the effectiveness of GBL media with other media, and increasing the research period. This study's originality is its use of a combination of research methods, GBL media, and PBL models in science learning. The study's main value is contributing to learning innovation and the application of methods relevant to the challenges of modern education.

Keywords

Critical Thinking Skills, Game-Based Learning, Problem-Based Learning, Science Learning, Self-Regulated Learning

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References

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DOI: https://doi.org/10.17509/pdgia.v23i2.83251