Improving scientific literacy and collaboration skills through edugame-assisted problem-based learning
DOI:
https://doi.org/10.59672/ijed.v7i2.6820Keywords:
Collaboration skills, Edugame-supported problem-based learning, Primary science education, Scientific literacy, Solar systemAbstract
Primary school students continue to demonstrate low levels of scientific literacy and collaboration skills, highlighting the urgent need for innovative science instruction. This study investigated the effectiveness of Edugame-supported Problem-Based Learning (PBL) in enhancing fifth-grade students' scientific literacy and collaboration skills in learning the Solar System. The study employed a quantitative quasi-experimental pretest–posttest control group design. The population comprised all fifth-grade students at SDN 1 Jurangjero, Indonesia, and purposive sampling selected 60 students: 30 for the experimental group and 30 for the control group. Data were collected through testing, observation, questionnaires, and documentation using scientific literacy tests, collaboration observation sheets, and student questionnaires. The instruments demonstrated good validity (80%) and excellent reliability (Cronbach's alpha = .949). Data were analyzed using descriptive statistics and one-way multivariate analysis of variance (MANOVA) after meeting the assumptions of normality, homogeneity of variance, and homogeneity of covariance. Results revealed a significant multivariate effect of Edugame-supported PBL on both dependent variables (Wilks' Λ = .089, F(2, 57) = 292.98, p < .001). Edugame-supported PBL provides an effective instructional strategy for strengthening scientific literacy and collaboration skills while offering practical guidance for teachers and curriculum developers to implement interactive, student-centered science learning.
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