Digital snake-and-ladder game for promoting learning independence and critical thinking in Pancasila Education
DOI:
https://doi.org/10.56587/bemi.v4i2.176Keywords:
Pancasila education, learning independence, digital snakes and ladders, game-based learning, critical thinkingAbstract
Background: Pancasila Education requires learning experiences that provide students with opportunities to participate actively, develop learning independence, and strengthen critical thinking. However, classroom practices that remain predominantly teacher-centered may limit students’ opportunities to learn independently and engage critically with Pancasila-related concepts.
Purpose: This study aimed to examine the effect of a Game-Based Learning approach supported by a digital Snake-and-Ladder game on students’ learning independence and critical thinking skills in Pancasila Education.
Method: A quantitative approach with a quasi-experimental pretest-posttest control group design was employed. The participants were 56 seventh-grade students at SMPN 2 Kamal, consisting of 28 students in the experimental group (VII-A) and 28 students in the control group (VII-B). Data were collected using a learning independence questionnaire and a critical thinking skills test. Data analysis included normality and homogeneity tests, followed by an independent-samples t-test to examine differences between the groups.
Findings: The pretest results indicated no significant difference in the initial abilities of the two groups. Following the intervention, the experimental group obtained a higher mean learning independence score (50.50) than the control group (32.79), with p < 0.001. The experimental group also achieved a higher mean critical thinking score (89.32) than the control group (68.61), with p < 0.001.
Implication: These findings indicate that the integration of Game-Based Learning with a digital Snake-and-Ladder game can effectively support the development of learning independence and critical thinking skills in Pancasila Education.
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