Development of a Scratch-Based Educational Game to Improve Cognitive Learning Outcomes and Rule Compliance in Pancasila Education
DOI:
https://doi.org/10.65820/ejes-3vol2-issue1-2026Keywords:
Scratch-based learning, educational game, Pancasila education, cognitive learning outcomes, rule complianceAbstract
Purpose: This study developed and evaluated ADILINTAR, a Scratch-based educational game designed to improve elementary students’ cognitive learning outcomes and rule-compliance practices in Pancasila Education.
Methodology: A Research and Development (R&D) approach combined with a quasi-experimental design was employed. The development process included needs analysis, design, development, expert validation, revision, and field testing. The participants were 48 fourth-grade students assigned to experimental and control groups. Data were collected through expert validation sheets, questionnaires, cognitive achievement tests (pretest and posttest), and observations of students’ behavioural practices. Descriptive statistics, t-tests, and N-gain analysis were used for data analysis.
Results: ADILINTAR was rated highly feasible and practical by experts, teachers, and students. The game significantly improved students’ cognitive learning outcomes, with posttest scores exceeding pretest scores and achieving a moderate N-gain. Observations also showed improvements in students’ rule-compliance behaviours, demonstrating the game’s effectiveness in promoting both academic achievement and behavioural development.
Novelty and Contribution: This study extends game-based learning beyond STEM into civic and character education by providing evidence that Scratch-based educational games enhance both knowledge acquisition and rule-compliance behaviours in elementary education.
Practical and Social Implications: Integrating Scratch-based games into Pancasila Education can increase student engagement, strengthen civic values, and support character development. The findings also highlight the need to strengthen teachers’ digital competencies and promote game-based learning in curriculum implementation.
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Copyright (c) 2026 Quswatun Qasanah, Wawan Shokib Rondli, Imaniar Purbasari, Mulikat Omobukola Hassan-Sadudeen (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
This article is licensed under a Creative Commons Attribution 4.0 International License.
