Effectiveness of Game Based Learning Model in Improving Science Learning Outcomes of Grade VII Students at MTsN 1 Ponorogo

Abstract

The 21st-century educational paradigm demands innovative learning approaches to enhance student engagement and outcomes, particularly in abstract science topics. This study aims to evaluate the effectiveness of the Game Based Learning (GBL) model in improving science learning outcomes for seventh-grade students at MTsN 1 Ponorogo, specifically on the topic of Temperature, Heat, and Expansion. A quasi-experimental design with a non-equivalent control group was employed, involving two classes: the experimental group (n=31) taught using GBL and the control group (n=32) taught using conventional lecture methods. Data were collected through pre-test and post-test instruments and analyzed using descriptive and inferential statistics, including normality, homogeneity, and independent sample t-tests. The results indicated that the GBL model significantly improved student learning outcomes, with the experimental group’s average post-test score (83.77) substantially higher than that of the control group (67.00). These findings suggest that GBL is an effective pedagogical strategy for enhancing both cognitive and affective domains in science education, fostering active participation, motivation, and collaborative skills among students.