Development of an Educational “Snakes and Ladders” Game on the Human Respiratory System to Improve Junior High School Students’ Science Learning Outcomes
DOI:
https://doi.org/10.36232/basa.v7i1.6244Keywords:
Educational games; Science learning outcomes; Teaching materials; The human respiratory system; Snakes and laddersAbstract
Teaching science on the topic of the human respiratory system requires instructional media capable of increasing student engagement in developing conceptual understanding. However, classroom instruction is still dominated by lecture-based methods and the use of textbooks, resulting in suboptimal student participation and learning outcomes. This study aims to develop an educational “Snakes and Ladders” game for the human respiratory system unit and to test its validity, practicality, and effectiveness in improving the science learning outcomes of junior high school students. The study employed the Research and Development (R&D) method using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The research subjects consisted of 17 seventh-grade students at Muhammadiyah Aimas Junior High School. The research instruments included validation sheets for subject matter experts and media experts, a practicality questionnaire, a student response questionnaire, and learning outcome tests in the form of pretests and posttests. The data were analyzed using quantitative descriptive methods, including percentages and the N-Gain test. The results showed that the developed instructional material achieved a validity level of 92.59%, classified as “highly valid”; a practicality level of 98%, classified as “highly practical”; and an N-Gain value of 0.71, which falls into the “high” category. The results indicate that the educational “Snakes and Ladders” game meets the criteria of being valid, practical, and effective, making it suitable for use as an alternative teaching tool for science instruction on the human respiratory system. The use of this tool fosters a more interactive learning experience, increases student engagement, and supports improved science learning outcomes.
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