Implementation of Multimedia-assisted Collaborative Game-Based Learning to Improve Competitive Spirit and Problem Solving Ability in Literacy Learning for Elementary Students

This study investigates the effectiveness of the Make-a-Match model in improving vocabulary listening skills in Arabic language learning for elementary school students. The research method used is library research with a literature review approach. This literature review collects and analyses relevant articles, books, journals, and other reference sources using the Make-a-Match model in Arabic language learning. The analysis results show that the Make-a-Match model can effectively improve vocabulary listening skills in Arabic language learning for elementary school students. This model encourages active student engagement in learning, increases learning motivation, and helps students strengthen associations between vocabulary and meaning. Overall, this study provides a better understanding of the use of the Make-a-Match model in improving vocabulary listening skills in Arabic language learning for elementary school students.

Introduction/ Main Objectives: Today's complex global challenges demand that young people develop robust leadership skills, critical thinking abilities, and respectful conduct to address emerging issues effectively. This study aimed to explore the implementation of Interactive game-based learning in building the leadership capacity of students in elementary schools. Background problem: This research is conducted in response to the deficiency in character values and inadequate literacy and numeracy skills among elementary school students. Novelty: This research study elaborates in-depth on the leadership character values that can be applied to elementary school students through game-based learning. Research Method: This research uses a descriptive qualitative method in the form of a case study with a participant observation approach. The study was conducted in 5 elementary schools that are partner schools of the Kampus Mengajar Program in Jepara Regency. Findings/Result: This research shows that the implementation of interactive game-based learning in building students' leadership skills is carried out through four innovative game activities. First, the Harkasi Game (literacy treasure) stimulates leadership values of responsibility and cooperation. Second, the Hitari Game promotes leadership values of self-confidence and critical thinking. Third, the Siberta Game educates leadership values such as creative thinking and empathy. Fourth, the Ultrasi Game stimulates leadership values of honesty and creative thinking. Conclusion: Overall, the interactive game-based learning implemented in the partner elementary schools of the Kampus Mengajar Program has a positive impact on students, with 83% of 53 students showing improved leadership skills. Thus, it can be a solution to build leadership abilities.

The phenomenon of low problem-solving abilities among students at SMPN 8 Lebong, especially in the subject of Islamic Religious Education and Character Education, has become the main concern of this study. Students often struggle to relate religious concepts to everyday problems, resulting in underdeveloped critical thinking skills and problem-solving abilities. This study also aims to evaluate the impact of applying the Problem-Based Learning (PBL) model on enhancing students’ critical thinking and problem-solving skills. The method used in this research is a descriptive qualitative approach, with data collection techniques including observation, interviews, and documentation. The data analysis technique used is interactive data analysis, which involves data reduction, data presentation, and drawing conclusions. Data validity is tested using triangulation, by comparing data from various sources to ensure the validity of the findings. The results of the study indicate that: 1) The planning of the PBL model successfully created learning scenarios relevant to students’ everyday lives, facilitating the development of their problem-solving skills. 2) The implementation of PBL was active with group discussions, case studies, and the application of deep problem-solving, enhancing collaboration among students. 3) Evaluation shows that the application of PBL improved students’ problem-solving abilities, with evidence of better problem analysis and more effective solutions. 4) This research shows that the application of the PBL model at SMPN 8 Lebong has a positive impact on improving students’ problem-solving abilities. The main supporting factors for the implementation of PBL include active student involvement, the role of an effective facilitator, and the application of relevant technology. However, there are also some inhibiting factors, such as limited resources, the lack of teacher training related to PBL, and time management challenges that affect the smoothness of the learning process.

This study explores the perceptions of the teachers about collaborative learning strategies (CLS) on enhancing English language proficiency skills among students at the higher education institutions from a pedagogical perspective. Recognizing the global importance of English as a lingua franca, the study investigates how collaborative techniques impact students’ reading, writing, and listening skills. Adopting a quantitative survey design, data were collected from 125 teachers across seven public universities. A structured questionnaire based on a five-point Likert scale was used to measure teachers’ views regarding the implementation, benefits, and challenges of collaborative learning in university classrooms. Descriptive and inferential statistical analyses were employed to interpret the data. The findings revealed that most teachers hold positive perceptions toward collaborative learning, recognizing its potential to improve students’ communication, critical thinking, and problem-solving skills. However, some respondents highlighted challenges such as large class sizes, uneven student participation, and limited institutional support, which hinder the effective application of these strategies. The study concludes that promoting collaborative learning requires professional development, smaller class structures, and supportive institutional policies to maximize its pedagogical benefits in higher education. Recommendations also emphasize the enhancement of digital infrastructure and resource availability to facilitate technology-assisted collaboration.

The issue of low implementation of Problem-Based Learning (PBL) among elementary school students, particularly in Science and Social Studies (IPAS) learning, has become a concern in efforts to enhance problem-solving skills. This study aims to develop a PBL-based educational module that can improve problem-solving skills in Grade V elementary school students. This research is categorized as Research and Development (R&D), with stages including design, expert validation, limited trials, and evaluation. The research subjects consist of two groups: a control group and an experimental group, with the latter being treated using the PBL module. Data collection was conducted through observations, questionnaires, and problem-solving ability tests. Data analysis employed normality tests and parametric statistical tests to determine differences in results between the groups. The findings indicate that the PBL-based educational module is feasible, effective, and practical for enhancing students' problem-solving skills. These results support the research goal, demonstrating that the development of the PBL-based educational module positively influences students' problem-solving abilities. However, several components, such as lesson design and module content, still require further refinement. This research provides an important contribution to the development of an applicable PBL teaching module in IPAS learning, aimed at enhancing critical thinking and problem-solving skills in elementary school students.

The study aimed to analyse the "analysing the effect of emerging pedagogies on students' problem solving ability in Mathematics at secondary level". The main objectives of the study were to investigate the effect of flipped classroom through project-based learning on students' problem solving ability in Mathematics at the secondary level. In this chapter, the results and interpretation of the data were presented, which were collected through questionnaires administered to three respondent groups: 200 students, 100 Secondary School Teachers (SSTs), and 50 Head Teachers, for a total sample size of 350 participants. Finding the effect of flipped classroom through project based learning on the problem-solving ability of the students in Mathematics at the secondary level was the aim of this research. The structured questionnaire consisted of 40 items broken down into 10 headings/indicators that included the areas of integration of flipped classroom model, project-based learning strategies, mathematical problem-solving skills, real-world application of mathematics, use of technology in Math learning, collaboration and peer learning, inquiry and critical thinking, motivation and engagement, teacher support and instruction, and administrative and resource support. These signals were: (1) flipped classroom model incorporation (most respondents 90% agreement (2) project-based learning strategies, 92 % agreement, (3) skills of solving mathematical problems, 93% agreement, (4) real-life application of Math, 92 % agreement. Favour this practice, indicating strong endorsement of "work on Math projects based on real-life problems".

Working memory capacity may be a critical factor that influences the effectiveness of collaborative learning; however, no studies have directly explored this effect. Using worked examples as learning tasks, Experiment 1 used a 2 (working memory capacity) × 2 (learning format) factorial design to examine the effects of collaborative learning versus individual learning of 4th-grade Chinese elementary school students with different working memory capacities. High-capacity learners displayed less working memory resource depletion and better transfer performance during collaborative learning than individual learning. In contrast, no differences were found among the low-capacity learners. Collaborative learning benefited high-capacity learners but not low-capacity learners, per our observations. To further optimize collaborative learning for low-capacity learners and expand the findings to heterogeneous collaborative learning, Experiment 2 adopted a 2 (member capacity) × 2 (group capacity) factorial design to explore the effects of member and group working memory capacity on collaborative learning in heterogeneous groups. High-capacity members displayed less working memory resource depletion and better far transfer performance in high-capacity groups compared to low-capacity groups. Simultaneously, all members had better near transfer performance in high-capacity groups compared to low-capacity groups. Both member and group working memory capacities influenced the effect of heterogeneous collaborative learning. However, low-capacity members only partially benefited from collaborative learning in high-capacity heterogeneous groups.

This study aims to determine the effect of the GDL model on critical thinking skills and problem-solving skills, the extent of the influence of the model on each aspect of critical thinking skills and aspects of problem-solving skills and look for the effectiveness of the model on critical thinking skills and problem-solving skills. The population in this study were all students of class X Mathematics and Natural Sciences. The sampling technique was purposive sampling. Research instrument with description test. The results showed that there was an influence of the model on critical thinking skills and problem-solving skills, the influence of the model on aspects of critical thinking skills from high to low are advanced clarification, inference, elementary clarification, strategies and tactics, basic support and aspects of problem-solving skills from high to low are define the problem, planning solutions, implement solutions, evaluate and check problems. The GDL model is effective for improving critical thinking skills and problem-solving skills.

In the past decades, collaborative game-based learning has been used to facilitate students’ learning in authentic learning contexts. Although several previous studies have reported the potential of this approach for students’ learning performance and motivation, unequal participation could negatively influence the learning effectiveness of collaborative learning. To this end, this study developed a mandatory contribution-based collaborative gaming approach (MCCG) to enhance the competencies for conducting practical solutions related to environmental issues during a cross-field learning activity between a school and a museum. MCCG and a conventional collaborative gaming approach (CCG) were implemented to investigate the effects of individual contributions on collaborative learning. Both individual learning achievements and collaborative learning outcomes were assessed. The results showed that game-based collaboration supports can support competency-based education to enhance students’ competencies, such as problem-solving and critical thinking competencies. Those students who learned with the mandatory contribution approach had better collaborative learning outcomes.

The purpose of this study is to compare the project-based learning model in the "Merdeka Belajar" curriculum and the inquiry learning model in terms of students' critical thinking and problem-solving abilities. The research question is whether there is a difference between these two learning models in terms of students' critical thinking and problem-solving abilities. The independent variable (X) is the project-based learning model (X1), while the dependent variables (Y) are critical thinking ability (Y1) and problem-solving ability (Y2). The research sample was taken from 10th-grade students at SMA Muhammadiyah 4 Surabaya, consisting of 4 classes with a total of 120 students. The research sample was selected from students who have a normal distribution, possess similar characteristics (homogeneous), and have the same average scores. Then, two groups (classes) of students were selected as samples, named as the experimental group and the control group. The analysis technique used was Multivariate Analysis of Variance (MANOVA). Based on Pillai's trace, Wilks' lambda, Hotelling's trace, and Roy's largest root, the value obtained was 0.000. As 0.000 < 0.05, the null hypothesis (H0) is rejected and the alternative hypothesis (H1) is accepted. This indicates that there is a difference in critical thinking and problem-solving abilities between the project-based learning model and the inquiry learning model.

Objective: This study aims to determine the effectiveness of video simulation on hybrid problem-based Learning (PBL) in improving grade X students' critical thinking and problem-solving skills using primary programming algorithm material. Method: The research method used is quantitative, with a quasi-experimental research type and pretest-posttest control group design. This study involved 30 students in the control and 30 in the experimental classes. The research sample was selected using a purposive sampling technique with the criteria of grade X students studying basic programming algorithms. Data collection techniques used questionnaires or questionnaires from 2 research instruments: critical thinking and problem-solving abilities. Data analysis in this study used normality tests and homogeneity tests. Results: This study showed a significant increase in grade X students' critical thinking and problem-solving abilities in studying basic programming algorithms after video simulation integration in HPBL intervention. Novelty: The integration of video simulation in HPBL provides a concrete visual representation that helps students understand abstract concepts and apply theory in real situations, enriching the learning process of basic programming algorithms. Future research is expected to explore other learning methods to improve the effectiveness of hybrid problem-based learning so that students have a learning style in learning basic programming algorithms.

Learning analytics leverages the use of technology to gather and analyse data about student performance, engagement, and learning behaviours, which can help educators make informed decisions about how to improve learning outcomes. In higher education, learning analytics can provide insights into student engagement, performance, and learning pathways. Collaborative learning in higher education involves a group of students working together towards a common goal or task. Collaborative learning encourages students to work together to solve problems, analyse information, and make decisions, especially in self-directed learning environment. Through discussion and debate, students develop critical thinking skills and learn to approach problems from different perspectives to enhance problem-solving skills. Collaborative learning provides opportunities for students to work with others from diverse backgrounds, helping them develop interpersonal skills such as communication, teamwork, and leadership. While collaborative learning helps students to foster critical thinking and develop interpersonal skills, students’ activities and engagement in collaborative learning are not properly assessed and measured. Student performance indicators are highly dependent on the learning activities and resources used in the learning management system based on individual basis. The ability and potential of learning analytics to track students’ behaviour and performance in team, and to monitor the effectiveness of their sharing and communication is not fully utilised in higher education. This paper addresses this issue and aims to provide an overview of collaborative learning analytics. The overview elaborates essential elements in collaborative learning and defines features in analytics to support collaborative learning. The overview is expected to guide to educators and developers in promoting and assessing students’ performance based on collaborative works.

Critical thinking skills are one of the important competencies that students must have in facing the challenges of the 21st century, especially in learning Natural Sciences (IPA) which requires the skills of observing, analyzing, and drawing conclusions logically. However, in reality there are still many elementary school students who have not developed their critical thinking skills optimally. This study aims to analyze the level of critical thinking skills of fifth grade students in science learning in elementary schools. The research method used is quantitative descriptive with purposive sampling technique. The research sample consisted of 58 students and 3 teachers from three elementary schools in Surabaya, namely SDN Babatan I, SDN Pradah Kalikendal III, and SDN Banyu Urip III. Data collection techniques were carried out through critical thinking tests, questionnaires, and interviews. The instruments used were test questions, questionnaire sheets, and interview guidelines. Data were analyzed using percentage techniques to determine the level of students' critical thinking skills. The results of the study showed that students at SDN Banyu Urip III had good critical thinking skills (67.34%), while students at SDN Babatan I and SDN Pradah Kalikendal III were still lacking, namely 47.43% and 50% respectively. Based on the results of the interview, teachers have tried to apply problem-based learning models and use learning media but the implementation has not been optimal and is still centered on the teacher (teacher-centered). Low critical thinking skills are caused by several factors, such as lack of variation in learning media, limited teaching aids, low student interest in reading, limited teacher time in preparing effective media, and minimal basic literacy skills of students. Therefore, it is necessary to apply active, collaborative, contextual, and student-centered learning models. Learning models that have the potential to improve critical thinking skills include problem-based learning, group discussions, debates, problem solving, and the use of interactive media such as videos or songs that have been proven to increase student enthusiasm and involvement in the learning process.

Renewable energy is a global concern and should be incorporated into education to raise awareness among younger generations, including in physics education. Educators have made various efforts to raise awareness of the importance of pursuing renewable energy. A breakthrough sought in this research is to incorporate collaborative learning into the science-technology-engineering-art-mathematics (STEAM) approach. Integrating STEAM into collaborative learning can simultaneously develop critical and creative thinking skills by exploring local resources to become renewable energy sources. The research involved 36 high school students who met the criteria for having a smartphone and accessing a reliable internet connection. These conditions are designed to facilitate students' producing essays and posters exploring renewable energy sources in their local area. The research design employs a one-group pretest-posttest approach to assess the effectiveness of this STEAM-based collaborative learning process. The data collected from tests that have undergone t-tests and N-gain analysis, triangulated with observation data and questionnaires, illustrates the progress made in improving students' critical and creative thinking abilities. In conclusion, the implementation of STEAM-based collaborative learning demonstrates the highest level of achievement in creative thinking. It enables the production of innovative mini-projects that critically analyze local resources available for national energy sources.

In today’s changing world, students face multifaceted challenges that the require more than rote memorization or the basic understanding. Critical thinking (CRT) has become a crucial competency that enhances learning and the problem-solving abilities, enabling students to the address complex academic and the real-life issues effectively. This research investigates the role of CRT in improving pupils' the problem-solving skills and learning outcomes to prepare them for contemporary challenges better. Using a mixed-methods approach, 345 pupils were randomly assigned to control and experimental groups. A targeted CRT training program was implemented for the experimental group in order to improve their learning and the problem-solving abilities. Additionally, a structured questionnaire gathered the demographic and self-reported data on CRT applications. Statistical analysis, including the Pearson correlation, paired t-tests and the chi-square tests, were performed using SPSS software. Results demonstrated a significant improvement in the analytical reasoning, cognitive flexibility, and solution-oriented skills in the experimental group, with no notable changes in the control group. Participants reported increased confidence in opposing academic pressures and the challenges such as (Cognitive and emotional barriers, educational system constraints, and uncertain environments). The findings underscore the importance of integrating CRT into educational programs to foster adaptive and reflective learners.