GAME-BASED LEARNING IN ELEMENTARY IPAS: CHANGES IN STUDENTS’ LEARNING OUTCOMES AFTER THE JEOPARDY CLASS GAME

Abstract

This study examines changes in Grade IV students’ learning outcomes following the implementation of the Jeopardy Class Game in Ilmu Pengetahuan Alam dan Sosial (IPAS), particularly on the topic of changes in states of matter. The study aimed to compare students’ achievement before and after the intervention and describe their responses to the learning activity. A quantitative approach with a pre-experimental one-group pretest-posttest design was employed, involving 15 students at SDN Lombang Laok 2, Bangkalan, Indonesia. Data were collected through learning-outcome tests, a 15-item student-response questionnaire, classroom observations, and documentation. The data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, a paired-samples t-test, and normalized gain (N-Gain). The findings showed that the mean learning-outcome score increased from 62.00 in the pretest to 73.20 in the posttest, representing an improvement of 11.20 points. Learning mastery also increased from 66.7% to 86.7%. The paired-samples t-test indicated a statistically significant difference between pretest and posttest scores, t(14) = 4.924, p < .001. However, the mean N-Gain of 0.324 indicated a moderate level of improvement. Student responses were highly positive, reaching 97.33%, particularly in motivation, participation, collaboration, and learning attractiveness. These findings suggest that the Jeopardy Class Game is a promising reinforcement strategy when integrated with teacher explanations, concrete experiments, and guided classroom discussions. Nevertheless, the small sample and absence of a control group limit causal interpretation. Further studies involving larger samples and comparison groups are needed to examine the effectiveness and generalizability of this approach.