Teacher's Strategy to Create Fun Learning in Elementary School

Bukit, Servista; Marcela, Eny Dwi; Ernawati, Ernawati

doi:10.54012/jcell.v2i3.129

Cited by 5 publications

(8 citation statements)

References 6 publications

(7 reference statements)

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“…The research results indicate that elementary school students are more satisfied with their learning experiences when teaching is fun and interactive (Bukit et al, 2023;Irwansyah et al, 2019). Similarly, other research findings suggest that elementary school students' satisfaction and academic performance in physical education learning can be improved through the use of technology and gaming elements in the learning process (Andrade et al, 2020;Cojocaru et al, 2022).…”

Section: Discussionmentioning

confidence: 65%

Enhancing Self-Esteem, Satisfaction, and Motor Skills through Gamification in Elementary Physical Education

Wibowo

2024

Teor. metod. fiz. vihov.

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Objectives. This study aimed to investigate the impact of gamification in physical education on enhancing the self-esteem, satisfaction, and motor skills of 7-9-year-old elementary school students. Materials and methods. This study employed a pre-experimental method using a one-group pretest-posttest design without a control group. The participants were 90 elementary school students aged 7-9 years in Salatiga City (Indonesia), selected through purposive sampling. The research instruments included self-esteem, sports satisfaction, and motor skills assessment tools that have been validated and tested for reliability. The gamified intervention was implemented in physical education instruction over eight weeks. The statistical analysis was conducted using descriptive statistics, prerequisite tests, analysis of variance (ANOVA), and paired samples t-tests. Results. The study’s findings indicate significant changes in the observed variables following the intervention, with a significance value (Sig) of 0.000 < 0.05. The calculated t-values for all three variables were more significant than the critical t-value of 1.990, with a significance level (Sig. 2-tailed) < 0.05. Therefore, this implies that gamification in elementary physical education instruction has a statistically significant positive impact on students’ self-esteem, satisfaction, and motor skills. Conclusions. The findings elucidate that the implementation of a gamification intervention has proven effective in enhancing students’ self-esteem, satisfaction with learning, and motor skills abilities. The practical implications of these findings underscore the importance of considering the integration of gamified process into instructional design as a strategy to enhance the quality of physical education learning in elementary schools.

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Section: Discussionmentioning

confidence: 65%

Enhancing Self-Esteem, Satisfaction, and Motor Skills through Gamification in Elementary Physical Education

Wibowo

2024

Teor. metod. fiz. vihov.

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“…It can also help teacher to share material of the lesson. Joyful learning model is a learning model that can help students to learning with joy and fun, enjoying study, knowing easily whats the material of the lesson and improving learning outcome (Bukit et al, 2023).…”

Section: Discussionmentioning

confidence: 99%

Development of monopoly learning media based on joyful learning model on natural sciences and social material

Rahma,

Asih

2024

RADEN

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The background of this research is the low learning outcomes of students in the content of science lessons on force material and its influence on everyday life. In addition, the use of learning media by teachers is still very limited and there is no development of learning models carried out. This researche aimed to develop motivation and learning outcomes of students grade IV. The type of research used in this study is research and development or Research and Development (R&D) which uses a research model design from Borg and Gall. This research resulted in four things, including: 1) Development of worksheet learning media in science learning force material; 2) The feasibility of media products that are considered very valid by experts with a final validation average of 91%; 3) Student responses to worksheet joyful learning media are very valid with a percentage of scores of 93.5%, 4) t-test results show GIS (2-tailed0 0.00 < 0.05 which shows an increase in average results before and after treatment on small-scale tests and large-scale tests, so it can be concluded that worksheet joyful learning media can improve student learning outcomes in the force material of grade IV elementary school students (natural sciences and social).

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“…Feelings of joy and happiness are really needed for students at the elementary school level [19]. The fulfillment of this pleasure results in students enjoying the learning process [20]. The pleasure obtained has an impact on students' high motivation and interest in learning [21].…”

Section: The Learning Difficulties Of Primary Students Using Blended ...mentioning

confidence: 99%

Elementary school students’ learning difficulties on distance learning during COVID-19: the psychological approach

Aquami,

Husni,

Bujuri

et al. 2024

IJERE

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<span lang="EN-US">During the COVID-19 period, pupils in primary schools have encountered various learning challenges. In Indonesia, this occurs in every primary school. This study intends to lighten the psychological aspect of distance learning challenges. This study employs a mixed-method methodology by integrating qualitative research, a case study technique, and quantitative description (n=414). Researchers looked at three primary school models in South Sumatra and Special Region of Yogyakarta: Model A, which used technology-based online learning; Model B, which integrated online and offline learning; and Model C, which only used WhatsApp group-based offline learning. Focus group discussions, observations, documentation, and interviews with teachers, parents, and students were all undertaken by the researchers. They also distributed open-ended and closed-ended questionnaires via Google Form. The interactive Miles, Huberman, and Saldana’s models were used to analyze data. The findings demonstrated that children in all three school models encountered similar learning challenges. Still, in Model C, the complexity of those challenges was more significant than in Model A and Model B. Learning challenges included issues with comprehending topics, struggling to solve the problems with completing tasks, and working with self-study. The lack of essential psychological needs, such as the ability to interact and actualize oneself, as well as the boredom or monotony of students when pursuing distance learning, are some of the causes of learning challenges. The findings of this study have consequences for teachers and psychologists, who should pay attention to children’s fundamental needs to improve learning motivation and academic progress in primary school pupils.</span>

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Teacher's Strategy to Create Fun Learning in Elementary School

Cited by 5 publications

References 6 publications

Enhancing Self-Esteem, Satisfaction, and Motor Skills through Gamification in Elementary Physical Education

Enhancing Self-Esteem, Satisfaction, and Motor Skills through Gamification in Elementary Physical Education

Development of monopoly learning media based on joyful learning model on natural sciences and social material

Elementary school students’ learning difficulties on distance learning during COVID-19: the psychological approach

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