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Development of Gamified Interactive Learning Media for Thermal Concepts to Foster Students’ Conceptual Understanding and Creativity

Journal of Innovative Science Education · Vol. 14 No. 1 (2025) · hlm. 76–83

DOI
10.15294/jise.v14i1.22415
ISSN
2502-4523, 2252-6412
Terbit
2025-04-30
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

Science materials at the junior high school level often pose challenges for students, particularly in understanding abstract concepts and differentiating between topics such as temperature, heat, and expansion. These difficulties contribute to low levels of conceptual understanding and limited student creativity. This study aims to develop and evaluate gamification-based interactive science media integrated with the discovery learning model to enhance students’ conceptual understanding and creativity. The study employed a Research and Development (R&D) approach using the ADDIE model and utilized a quasi-experimental design. The participants included 64 seventh-grade students from SMP Negeri 41 Semarang, divided into experimental (class VIIB) and control (class VIIE) groups. The validity assessment yielded high scores for both media (0.90) and material content (0.94). Practicality evaluations demonstrated strong approval from both students (82.97%) and teachers (88.33%). Effectiveness analysis revealed a significant increase in conceptual understanding (N-gain: 0.71, high category) and creativity (N-gain: 0.62, medium category) in the experimental group, while the control group showed lower gains (N-gain: 0.44 and 0.29, respectively). These results indicate that gamified interactive media combined with the discovery learning model is valid, practical, and effective in enhancing students’ conceptual understanding and creativity. This study highlights the potential of integrating gamification into interactive learning environments to foster deeper engagement and improved learning outcomes in science education at the junior high school level. The findings suggest that such innovative approaches can be widely adopted to support active learning and creativity development among students.

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  • State University of Semarang
  • Universitas Tidar
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  • Organisasi berbeda
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Rekan penulisOrganisasiArtikel bersama
Ellianawati EllianawatiState University of Semarang13
Ani RusilowatiState University of Semarang12
Melissa Salma DarmawanState University of Semarang9
Muhamad TaufiqState University of Semarang6
Novi Ratna DewiState University of Semarang6
Parmin ParminState University of Semarang6
Putut MarwotoState University of Semarang6
Woro SumarniState University of Semarang6
Indah Urwatin WusqoState University of Semarang5
Fidia FibrianaState University of Semarang5
Tiara Dwi WulandariState University of Semarang5
Wiyanto WiyantoState University of Semarang4
Saiful RidloState University of Semarang4
Sigit SaptonoState University of Semarang4
Arka YanitamaState University of Semarang3
Stephani Diah PamelasariState University of Semarang3
Dyah Rini IndriyantiAfiliasi tidak diketahui3
Aji PurwinarkoState University of Semarang3
Tri Joko RaharjoState University of Semarang3
Aditya MariantiState University of Semarang3
Septiko AjiState University of Semarang3
Sugianto SugiantoState University of Semarang3
Sudarmin SudarminState University of Semarang3
Alfiana Nur Rosita MayantiState University of Semarang3
Miranita KhusniatiState University of Semarang2
Siti AlimahState University of Semarang2
Nadia Eka ArdhaniState University of Semarang2
Siswanto SiswantoUniversitas Tidar2
Wiwi IsnaeniState University of Semarang2
Sunyoto Eko NugrohoState University of Semarang2
Imam SumponoState University of Semarang2
Dyah Rini IndriyantiState University of Semarang2
Sarwi SarwiState University of Semarang2
Parmin ParminState University of Semarang2
Sunyoto Eko NugrohoState University of Semarang2
Agus YuliantoState University of Semarang2
Murbangun NuswowatiState University of Semarang2

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/jise/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Development of Gamified Interactive Learning Media for Thermal Concepts to Foster Students’ Conceptual Understanding and Creativity</dc:title>
	<dc:creator xml:lang="en">Nursulistari, Siti </dc:creator>
	<dc:creator xml:lang="en">Subali, Bambang </dc:creator>
	<dc:creator xml:lang="en">Widiyatmoko , Arif </dc:creator>
	<dc:subject xml:lang="en">Conceptual Understanding</dc:subject>
	<dc:subject xml:lang="en">Creativity</dc:subject>
	<dc:subject xml:lang="en">Gamification</dc:subject>
	<dc:subject xml:lang="en">and Interactive</dc:subject>
	<dc:description xml:lang="en">Science materials at the junior high school level often pose challenges for students, particularly in understanding abstract concepts and differentiating between topics such as temperature, heat, and expansion. These difficulties contribute to low levels of conceptual understanding and limited student creativity. This study aims to develop and evaluate gamification-based interactive science media integrated with the discovery learning model to enhance students’ conceptual understanding and creativity. The study employed a Research and Development (R&amp;amp;D) approach using the ADDIE model and utilized a quasi-experimental design. The participants included 64 seventh-grade students from SMP Negeri 41 Semarang, divided into experimental (class VIIB) and control (class VIIE) groups. The validity assessment yielded high scores for both media (0.90) and material content (0.94). Practicality evaluations demonstrated strong approval from both students (82.97%) and teachers (88.33%). Effectiveness analysis revealed a significant increase in conceptual understanding (N-gain: 0.71, high category) and creativity (N-gain: 0.62, medium category) in the experimental group, while the control group showed lower gains (N-gain: 0.44 and 0.29, respectively). These results indicate that gamified interactive media combined with the discovery learning model is valid, practical, and effective in enhancing students’ conceptual understanding and creativity. This study highlights the potential of integrating gamification into interactive learning environments to foster deeper engagement and improved learning outcomes in science education at the junior high school level. The findings suggest that such innovative approaches can be widely adopted to support active learning and creativity development among students.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-04-30</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/jise/article/view/22415</dc:identifier>
	<dc:identifier>10.15294/jise.v14i1.22415</dc:identifier>
	<dc:source xml:lang="en">Journal of Innovative Science Education; Vol. 14 No. 1 (2025): April 2025; 76-83</dc:source>
	<dc:source>2502-4523</dc:source>
	<dc:source>2252-6412</dc:source>
	<dc:source>10.15294/jise.v14i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/jise/article/view/22415/3961</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Journal of Innovative Science Education</dc:rights>
</oai_dc:dc>