Game-Based Learning Boosts Learning Motivation Among Fifth-Grade Students in South Sulawesi

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FORMOSA NEWS

A classroom study at UPTD SD Negeri 01 Lawawoi in Sidenreng Rappang Regency, South Sulawesi, found that Game Based Learning significantly improved fifth-grade students’ motivation to learn Pancasila Education. The study was conducted by Abdul Hakim, Musfirah, and Istiqamah Rustan of Universitas Negeri Makassar and published in 2026 in the International Journal of Applied and Advanced Multidisciplinary Research. The findings matter because they show how game-based classroom activities can make learning more engaging, interactive, and student-centered.

Why Learning Motivation Matters

Learning motivation is an important factor in students’ participation and learning performance. When students are interested and actively involved, they are more likely to participate in classroom discussions, complete assignments, and develop confidence in learning.

The issue was particularly visible in Pancasila Education at UPTD SD Negeri 01 Lawawoi. Interviews and classroom observations found that some fifth-grade students appeared bored during lessons, asked when the class would end, rarely asked questions, and showed limited enthusiasm. The conventional teaching approach, which mainly involved teacher explanations followed by assignments, also provided limited opportunities for interactive learning.

The authors note that Pancasila Education requires active engagement because students are expected not only to understand concepts but also to develop values, morals, attitudes, and behavior related to citizenship and national identity. A learning environment that encourages participation can therefore be important for making these lessons meaningful.

Game Based Learning offers one possible solution. The approach incorporates game elements into learning activities, allowing students to learn through challenges, interaction, feedback, and participation rather than relying only on conventional instruction.

Three Classroom Cycles Tested the Approach

Hakim, Musfirah, and Rustan used a qualitative Classroom Action Research design involving 17 fifth-grade students. The intervention was implemented in three cycles. Each cycle included planning, classroom implementation, observation, and reflection.

The researchers collected information through classroom observations, questionnaires, tests, and documentation. Observations assessed teacher and student activities, questionnaires measured learning motivation, tests provided supporting information about learning outcomes, and documentation captured classroom conditions. The researchers then organized and interpreted the information through data condensation, presentation, and conclusion drawing.

The study established several indicators of success. Teacher and student activities were considered successful when they reached the good category, while learning motivation was considered successful when questionnaire results entered the high-motivation range of 70–100 percent and students’ evaluation results exceeded the established KKTP standard.

Motivation Rose Across the Three Cycles

The results showed a consistent improvement as teachers refined the implementation of Game Based Learning.

During Cycle I, the model had not yet produced the expected results. Teachers were still adjusting their classroom strategies, while some students experienced difficulties using the educational game applications. Student involvement remained limited, and motivation was still in the medium category.

In Cycle II, the indicators improved. Teachers became more effective in explaining the material and guiding students through game activities. Students also became more familiar with the applications and participated more actively. However, classroom management and cooperation among students still required improvement, so the success criteria had not yet been reached.

The strongest improvement appeared in Cycle III. After further adjustments, students became more active, collaborative, and confident. Game activities created opportunities for students to participate directly, receive feedback, work with classmates, and engage with learning challenges. The researchers concluded that all established success indicators had been achieved by this stage.

The numerical results illustrate the progression:

• Teacher activities: increased from 66.66% in Cycle I to 83.33% in Cycle II and 94.44% in Cycle III.
• Student activities: increased from 65.03% to 75.34% and then 92.48%.
• Learning motivation: increased from 55.14% to 65.62% and finally 79.49%.
• Test results: increased from 72.35% to 74.37% and then 85.29%.

The increase in learning motivation from 55.14 percent in Cycle I to 79.49 percent in Cycle III represents a 24.35-percentage-point improvement.

Why Games Can Make Learning More Engaging

According to the authors, Game Based Learning changes the classroom experience by giving students opportunities to think, discuss, solve challenges, and receive feedback. Instead of passively receiving information, students become participants in the learning process.

The researchers also connect game-based activities with motivational factors such as the desire to succeed, interesting activities, rewards, and a supportive learning environment. Scores, rankings, and recognition within learning games can provide external encouragement, while enjoyable activities can strengthen students’ internal interest in learning.

Musfirah and colleagues emphasize that the improvement was not simply about playing games. The educational value came from integrating games with learning content and guiding students through the activities. In this sense, Game Based Learning can become an instructional strategy rather than entertainment added to the classroom.

The findings also suggest that teachers need time to adapt the approach. The first cycle showed that introducing games does not automatically produce high engagement. Teachers must explain the learning material and game rules clearly, manage the classroom effectively, guide students during activities, and connect the game experience with reflection and learning outcomes.

Implications for Schools and Teachers

The findings provide a practical option for elementary school teachers seeking to increase student participation in Pancasila Education. Game-based activities can be used to create a classroom environment where students interact, collaborate, and respond to challenges.

For schools, successful implementation may require support through appropriate facilities and teacher training. The researchers recommend that schools strengthen teacher competence and provide resources that enable innovative learning models.

The study also points toward opportunities for broader experimentation. Future research could examine different digital and non-digital games, educational applications, interactive platforms, subjects, grade levels, and student characteristics. The authors specifically note that further studies are needed because the current findings have limitations and were conducted in a particular classroom context.

Authors’ Perspective

The findings from Abdul Hakim, Musfirah, and Istiqamah Rustan of Universitas Negeri Makassar indicate that Game Based Learning can transform Pancasila Education into a more active and engaging classroom experience. Their results show that the approach was associated with higher student participation, stronger learning motivation, and improved test performance by the third classroom cycle.

In practical terms, the study suggests that elementary education does not have to rely exclusively on teacher-centered explanations. Carefully designed games can give students a more active role while still keeping learning connected to curriculum content.

Author Profile

Abdul Hakim — Universitas Negeri Makassar. The article identifies Hakim as one of the study’s authors, but does not state his academic degree or specific field of expertise.

Musfirah — Universitas Negeri Makassar. Musfirah is the corresponding author of the article. The source lists the institutional affiliation and correspondence email but does not provide an academic degree or detailed professional field.

Istiqamah Rustan — Universitas Negeri Makassar. The article identifies Rustan as a co-author but does not specify an academic degree or detailed field of expertise.

Source

Article title: Application of Game Based Learning Model to Increase Learning Motivation of Class V Students of SDN 01 Lawawoi Sidrap

Journal: International Journal of Applied and Advanced Multidisciplinary Research (IJAAMR)
Publication: Volume 4, Number 7, 2026, pages 613–622

Authors: Abdul Hakim, Musfirah, Istiqamah Rustan

Affiliation: Universitas Negeri Makassar

DOI: https://doi.org/10.59890/ijaamr.v4i7.268