Learning Transformation 4.0 with Games-Based Interactive Multimedia: Its Effectiveness Towards Elementary School Students’ Cognitive Skills
DOI:
https://doi.org/10.47750/pegegog.14.04.36Keywords:
nteractive multimedia, game, cognitive ability, elementary schoolAbstract
The development of technology has influenced education. The implementation of the teaching-learning should be adjusted to the current situation. This research aims to explore the impact of games-based interactive multimedia in elementary school. The research used a quasi-experiment method with a nonequivalent control group design. The subjects of this research were 27 students in the experimental group, and 28 students in the control group. The instruments used were cognitive learning outcomes. The data collection techniques were interview, observation, documentation, and test. The data was analyzed using testing prerequisite analysis namely normality, homogeneity, and final analysis. The hypothesis test result using independent sample t-test show that score tcount > ttable (2.631 > 2.003) and the significant score is 0.011 or < 0.05. It shows that there are different cognitive skills between the experimental class and the control class. The effectiveness test using one sample t-test shows that tcount > ttable (4.425 > 2.045) and the significant score is 0.000 or < 0.05. Based on the result, it can be concluded that the student's cognitive skills with games-based interactive multimedia is better than the ones with conventional learning. Teachers are suggested to use games-based interactive multimedia because it is suitable for the students’ environment where they like playing and can improve students’ cognitive skills.
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