Development of the Educational Game “Sainspedia” to Improve Science Literacy and Responsibility Among Fifth-Grade Elementary School Students
Abstract
This study aims to create an educational game called “Sainspedia” and to test its feasibility and effectiveness in improving the science literacy skills and sense of responsibility of fifth-grade elementary school students. The method used in this study is Research and Development (R&D) based on the Borg and Gall development model. This product was designed as an interactive game based on Microsoft PowerPoint that focuses on the topic of light in science education. The feasibility of the product was evaluated through validation by subject matter experts as well as feedback from teachers and students, while its effectiveness was tested using a quasi-experimental design with an unequal control group. Data were collected through a science literacy test, a questionnaire on responsibility, an observation sheet, and a response questionnaire. The experimental group consisted of 26 students. The results showed that the assessment by subject matter experts received a total score of 82, categorized as “very good”; teacher responses reached a score of 15, categorized as “very feasible”; and student feedback showed an average score of 9.00, categorized as “very feasible.” The average science literacy score in the experimental group increased from 67.69 to 79.04, while the observed student responsibility score rose from 32.92 to 50.42. A paired-sample analysis revealed a significance value of 0.000. These findings indicate that Sainspedia is a valid and effective educational game for supporting the development of science literacy and responsibility among fifth-grade elementary school students. The integration of interactive game-based learning into science instruction can provide students with an engaging learning experience while encouraging active participation, independent learning, and responsible behavior. Therefore, Sainspedia can be considered a feasible alternative learning medium for enhancing both cognitive and affective competencies in elementary science education.
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