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Gamified Branching Scenario Innovation with Lumi Education: Transforming Elementary School Students' Decision-Making and Science Literacy

Journal of Primary Education · Vol. 15 No. 1 (2026) · hlm. 1–14

DOI
10.15294/jpe.v15i1.57383
ISSN
2502-4515, 2252-6404
Terbit
2026-06-30
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

This study aims to analyze the effect of the use of Gamified-Branching Scenario assisted by Lumi Education on the scientific literacy and decision-making abilities of elementary school students, as well as to determine the students' responses to the applied learning. The study used a mixed method with an explanatory sequential design that combines quantitative and qualitative data. The research subjects consisted of 25 students in the experimental class and 25 students in the control class. Data collection was carried out through scientific literacy tests, decision-making ability tests, observations, questionnaires, and interviews. The results showed that the average scientific literacy of the experimental class increased from 34 to 54, while the control class increased from 21 to 26. Decision-making ability in the experimental class increased from 50 to 74, while the control class increased from 46 to 53. The results of statistical analysis showed that the use of Gamified-Branching Scenario had a significant effect on students' decision-making abilities,but did not show a significant difference in scientific literacy. In addition, the implementation of learning was in the very good category with teacher activity of 76% and student activity of 82%. Student responses were also very positive, with an average percentage of 87%. Thus, Lumi Education-assisted learning creates interactive learning experiences, increases student engagement, and supports the development of decision-making skills in elementary school science learning.

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34 penulis · 85 tautan kepenulisan bersama · 45 lintas organisasi

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  • IKIP Siliwangi
  • Indonesia University of Education
  • Sultan Ageng Tirtayasa University
  • Universitas Ahmad Dahlan
  • Surya University
  • Hasanuddin University
  • Tadulako University
  • Organisasi lain
  • Afiliasi tidak diketahui
  • Organisasi berbeda
  • Organisasi sama
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Rekan penulisOrganisasiArtikel bersama
Wahyu HidayatIKIP Siliwangi3
Rully Charitas Indra PrahmanaUniversitas Ahmad Dahlan3
Euis Eti RohaetiIKIP Siliwangi2
Utari SumarmoIndonesia University of Education1
Tri JohantoAfiliasi tidak diketahui1
Fika Muji FadhillahAfiliasi tidak diketahui1
Dadang JuandiIndonesia University of Education1
Sulistiawati SulistiawatiSurya University1
Muhammad IrfanHasanuddin University1
Wahyudin WahyudinTadulako University1
Tatang HermanIndonesia University of Education1
Nurjanah NurjanahIndonesia University of Education1
Satoshi KusakaNaruto University of Education1
Nur Robiah Nofikusumawati PeniUniversitas Ahmad Dahlan1
Novita RistianaUniversitas Ahmad Dahlan1
Hepsi NindiasariSultan Ageng Tirtayasa University1
Rofiroh RofirohSultan Ageng Tirtayasa University1
Dinar NirmalasariSultan Ageng Tirtayasa University1
Maman FathurrohmanSultan Ageng Tirtayasa University1
Agus RuhimatUniversitas Muhammadiyah Tangerang1
Nia Kania KurniawatiSultan Ageng Tirtayasa University1
Tommy Tanu WijayaBeijing Normal University1
Xiaoying ChenChina West Normal University1
Lilla KoreňováComenius University Bratislava1
Risma AmeliaIKIP Siliwangi1
Neng Fia Nisa FitriaIKIP Siliwangi1
Nurul HidayaniIKIP Siliwangi1
Jozua SabandarIndonesia University of Education1
Nelly FitrianiIKIP Siliwangi1
Hikmal SetiawanIKIP Siliwangi1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/jpe/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">Gamified Branching Scenario Innovation with Lumi Education: Transforming Elementary School Students' Decision-Making and Science Literacy</dc:title>
	<dc:creator xml:lang="en">Rani Rani</dc:creator>
	<dc:creator xml:lang="en">Heris Hendriana </dc:creator>
	<dc:creator xml:lang="en">Muhammad Ghiyats Ristiana</dc:creator>
	<dc:creator xml:lang="en">Tira Loviana</dc:creator>
	<dc:subject xml:lang="en">Keywords consist of 3 to 5 words and/or groups of words. Written in alphabetical order </dc:subject>
	<dc:description xml:lang="en">This study aims to analyze the effect of the use of Gamified-Branching Scenario assisted by Lumi Education on the scientific literacy and decision-making abilities of elementary school students, as well as to determine the students' responses to the applied learning. The study used a mixed method with an explanatory sequential design that combines quantitative and qualitative data. The research subjects consisted of 25 students in the experimental class and 25 students in the control class. Data collection was carried out through scientific literacy tests, decision-making ability tests, observations, questionnaires, and interviews. The results showed that the average scientific literacy of the experimental class increased from 34 to 54, while the control class increased from 21 to 26. Decision-making ability in the experimental class increased from 50 to 74, while the control class increased from 46 to 53. The results of statistical analysis showed that the use of Gamified-Branching Scenario had a significant effect on students' decision-making abilities,but did not show a significant difference in scientific literacy. In addition, the implementation of learning was in the very good category with teacher activity of 76% and student activity of 82%. Student responses were also very positive, with an average percentage of 87%. Thus, Lumi Education-assisted learning creates interactive learning experiences, increases student engagement, and supports the development of decision-making skills in elementary school science learning.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2026-06-30</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/jpe/article/view/57383</dc:identifier>
	<dc:identifier>10.15294/jpe.v15i1.57383</dc:identifier>
	<dc:source xml:lang="en">Journal of Primary Education; Vol. 15 No. 1 (2026): June 2026; 1-14</dc:source>
	<dc:source>2502-4515</dc:source>
	<dc:source>2252-6404</dc:source>
	<dc:source>10.15294/jpe.v15i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/jpe/article/view/57383/11157</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Journal of Primary Education</dc:rights>
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