Indonesian Language Learning Faces an Engagement Challenge
Indonesian language lessons at elementary schools cover more than reading and writing. Students are expected to develop listening, speaking, reading, and writing skills while also building creativity and appropriate communication habits. These learning goals require teaching approaches that can keep students actively involved in classroom activities.
At UPTD SD Negeri 85 Parepare, however, Indonesian language instruction was still dominated by conventional approaches such as lectures and group discussions. Although teachers had begun using educational technology, including platforms such as Quizizz, its application was not yet consistent.
The situation was reflected in students’ Odd Semester Final Summative assessment results. Class VA recorded an average score of only 51.29, with just two students reaching a score of 75 or higher. Eighteen students scored below 55. Class VB performed somewhat better, with an average score of 62.11, but eight students still scored below 55.
These results highlighted the need for a more engaging learning approach that could make better use of digital technology.
Turning Learning Questions into a Digital Game
Gimkit is an online learning platform that combines educational questions with game elements. Instead of simply answering questions, students can earn points, face challenges, and use rewards within the game environment.
One feature that distinguishes Gimkit is its point-based system. Students can use points to obtain items or continue playing, creating a more interactive and competitive experience. Teachers can also change game modes without having to move to another platform or create entirely new quizzes.
The approach fits the principles of Game-Based Learning, where competition, challenges, rewards, and immediate feedback are incorporated into classroom activities. These elements can encourage students to participate more actively while making lessons feel less monotonous.
Students Using Gimkit Showed Greater Improvement
Gau, Hasan, and Alfatih conducted a quantitative study using a quasi-experimental design. The research involved two fifth-grade classes at UPTD SD Negeri 85 Parepare. Class VA served as the experimental group, while class VB served as the control group.
- Experimental group: average score increased from 54.69 to 71.41.
- Control group: average score increased from 50.30 to 61.82.
- Experimental group improvement: 16.72 points, with a medium N-Gain category.
- Control group improvement: 11.52 points, with a low N-Gain category.
The experimental class therefore showed a larger improvement in learning outcomes than the control class.
The Effect Remained Significant After Initial Ability Was Considered
The researchers did more than compare average scores. They also statistically controlled for students’ initial abilities using their pretest scores.
The analysis produced a significance value of 0.009, which is below the 0.05 threshold. This indicates a statistically significant difference in learning outcomes between the students who used Gimkit and those who received conventional instruction after their initial abilities were taken into account.
The reported partial eta squared value was 0.105, categorized by the researchers as a moderate effect. Based on these findings, Gau, Hasan, and Alfatih concluded that Gimkit-assisted Game-Based Learning significantly influenced Indonesian language learning outcomes among fifth-grade students at UPTD SD Negeri 85 Parepare.
Why Can a Game Make Learning More Effective?
The researchers found that game elements helped create a more enjoyable and challenging classroom atmosphere. Students in the experimental class showed greater enthusiasm during the learning activities than students in the conventional-learning group.
Gimkit also gives students opportunities to encounter similar questions again. Students who initially answer incorrectly can try again, allowing them to reinforce their understanding instead of simply receiving an explanation and moving on.
The point system, scores, and challenges can further encourage students to remain involved. In this study, the approach was used to support students’ understanding of main ideas, topic sentences, and supporting sentences in Indonesian language lessons.
The findings also suggest that Game-Based Learning does not necessarily have to be treated merely as an additional classroom activity. It can become part of the core learning process when appropriately integrated with lesson content.
Implications for Teachers and Schools
The findings provide an opportunity for elementary school teachers to integrate digital games into classroom instruction. Gimkit can be particularly useful for review activities, practice questions, and learning activities that require students to repeatedly engage with educational content.
However, technology alone does not guarantee effective learning. The researchers emphasize the importance of classroom management and preparation. Teachers need to ensure that devices and internet connections are available and establish clear rules before the game begins.
The study also identifies several limitations. The intervention consisted of only three learning sessions, each lasting 2 × 35 minutes. Limited time affected opportunities for discussion and reinforcement. Some students also had to share devices, while network problems occasionally disrupted implementation.
Because the study was conducted in one fifth-grade setting and focused on specific Indonesian language material, the findings cannot automatically be generalized to other schools, grade levels, or subjects. The researchers also note that the classes were not randomly assigned, creating the possibility that factors beyond the teaching method influenced the results.
Researchers Behind the Study
Siti Muhfida Gau, Kamaruddin Hasan, and Ainun Najib Alfatih are affiliated with Makassar State University. Gau is listed as the corresponding author of the article. Their study focuses on the use of Game-Based Learning and digital learning tools to improve Indonesian language learning outcomes at the elementary-school level.
Research Source
Article title: The Effect of Gimkit-Assisted Game-Based Learning on Improving Student Learning Outcomes in Indonesian Language Lessons for Grade V at UPTD SD Negeri 85 Parepare
Authors: Siti Muhfida Gau, Kamaruddin Hasan, and Ainun Najib Alfatih
Affiliation: Makassar State University
Journal: International Journal of Advance Social Sciences and Education (IJASSE)
Publication: Volume 4, No. 4, 2026, pp. 409–418
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