HAVE A DIFFERENT CONCEPT: HOW TO DESIGN MOBILE GAME-BASED INTEGRATED THEMATIC LEARNING FOR ELEMENTARY SCHOOL STUDENTS?

• Published in: Journal of Law and Sustainable Development Vol. 12; no. 2; p. e3263
• Main Authors: Eliyasni, Rifda, Habibi, M., Nurfaijah, Wijanarko, Tiok
• Format: Journal Article
• Language: English
• Published: 29.02.2024
• ISSN: 2764-4170; 2764-4170
• DOI: 10.55908/sdgs.v12i2.3263

Purpose: The objective of this research is to describes the process of designing and developing mobile game based-integrated thematic learningc (MGBITL) in elementary schools. The mobile game based-integrated thematic learningc (MGBITL) is different from Mobile game-based learning (MGBL). Because it is necessary to pay attention to the themes and subthemes that are the basis for developing learning content.   Theoterical Framework: Mobile game-based learning (MGBL) is a serious game, that is, a game designed for educational purposes while still remaining entertaining. MGBL has been shown in numerous studies to aid pupils in learning and reduce psychological stress. This research seeks to develop MGBL for Integrated Thematic Learning (MGBITL) for elementary school students. Building MGBITL based on mobile game development theory and integrated thematic concepts required proper procedures   Methods: This research employed the MGBL Engineering Model, which consisted of three stages: (1) pre-production (discover & dream), (2) production (design), and (3) post-production (delivery). Literature review and distribution of online questionnaires to teachers were used to collect data about the principles of developing MGBITL for elementary school students.   Findings: The MGBITL application has been design which consists of 21 types of games adapted from Class V Theme 8 Subtheme 1 material which is the result of research activities. Hopefully, the introduction of MGBITL will aid teachers in teaching materials that need imagination, make subject matter easier to understand, and promote fun learning concepts. So that students are unaware that they are participating in a learning activity.   Practical implications: The study provides new knowledge about how to design mobile game-based integrated thematic learning (MGBITL). It's not just thematic learning material, but the game content too. There is a lot of learning material that must be linked by paying attention to the interconnectedness of each content.   Originality/Value: The originality of this research lies in the thematic learning concept used in game content. So far, game content only focuses on one discipline/learning content.