Keterlibatan Mahasiswa Calon Guru IPA dalam Pembelajaran Filsafat Sains Berbasis Game Multiplatform: Analisis Deskriptif dan Item-Level
Abstract
Philosophy of Science courses in pre-service science teacher education face persistent engagement challenges due to the abstract nature of ontological, epistemological, and axiological content. This study describes the level and item-level profile of Behavioral, Emotional, and Cognitive Engagement among pre-service science teachers in a multiplatform game-based learning (GBL) Philosophy of Science course, and documents game preferences and learning expectations. A survey design was employed with 78 pre-service science teachers (Angkatan 2024) from three parallel class sections at Universitas Negeri Makassar. A validated 24-item Student Engagement Instrument grounded in Fredricks et al. (2004) with six reverse-scored items assessed three engagement dimensions (α=.900). Overall engagement was High (M=4.330, SD=0.447), with Behavioral (M=4.442) and Emotional (M=4.449) dimensions reaching Very High. Item-level analysis identified active participation, rule-following, and academic pride as highest-scoring items, while C8 — 'material remains too abstract even in games' (M=3.513) — served as the primary diagnostic indicator of a persistent abstraction barrier. No significant between-class differences were found (all p>.05). All engagement dimensions were strongly intercorrelated (rs=.613–.822). Offline games were most preferred (42.3%), with Quizizz dominating digital preferences (78.2%).
References
Abd-El-Khalick, F. (2004). Developing deeper understandings of nature of science: The impact of a philosophy of science course on preservice science teachers' views and instructional planning. International Journal of Science Education, 27(1), 15–42. https://doi.org/10.1080/0950069042000229197
Chen, X., Wang, L., Zhai, X., & Li, Y. (2022). Exploring the effects of argument map-supported online group debate activities on college students' critical thinking. Frontiers in Psychology, 13, 856462. https://doi.org/10.3389/fpsyg.2022.856462
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.
Conway, E., & Smith, R. (2026). Analogue play in the age of AI: A scoping review of non-digital games as active learning strategies in higher education. Behavioral Sciences, 16(1), 133. https://doi.org/10.3390/bs16010133
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Crookall, D. (2010). Serious games, debriefing, and simulation/gaming as a discipline. Simulation & Gaming, 41(6), 898–920. https://doi.org/10.1177/1046878110390784
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Harper & Row.
Cullinane, A., & Erduran, S. (2022). Nature of science in preservice science teacher education: Case studies of Irish pre-service science teachers. Journal of Science Teacher Education, 34(2), 201–223. https://doi.org/10.1080/1046560X.2022.2042978
Dichev, C., & Dicheva, D. (2017). Gamifying education: What is known, what is believed and what remains uncertain: A critical review. International Journal of Educational Technology in Higher Education, 14(1), 1–36. https://doi.org/10.1186/s41239-017-0042-5
Erduran, S., & Dagher, Z. R. (2014). Reconceptualizing the nature of science for science education. Springer. https://doi.org/10.1007/978-94-017-9057-4
Erduran, S., Kaya, E., & Dagher, Z. R. (2022). From the margins to the mainstream: The contested place of nature of science in science education. Science & Education, 31(6), 1723–1742. https://doi.org/10.1007/s11191-022-00334-6
Erhel, S., & Jamet, E. (2013). Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness. Computers & Education, 67, 156–167. https://doi.org/10.1016/j.compedu.2013.03.015
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218–226. https://doi.org/10.1037/0003-066X.56.3.218
George, D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference (4th ed.). Allyn & Bacon.
Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in Human Behavior, 54, 170–179. https://doi.org/10.1016/j.chb.2015.07.045
Janković, A., & Lambić, D. (2022). The effect of game-based learning via Kahoot and Quizizz on the academic achievement of third grade primary school students. Journal of Baltic Science Education, 21(2), 224–231. https://doi.org/10.33225/jbse/22.21.224
Lederman, N. G., Abd-El-Khalick, F., Bell, R. L., & Schwartz, R. S. (2002). Views of nature of science questionnaire: Toward valid and meaningful assessment. Journal of Research in Science Teaching, 39(6), 497–521. https://doi.org/10.1002/tea.10034
Li, Y., Chen, D., & Deng, X. (2024). The impact of digital educational games on student's motivation for learning: The mediating effect of learning engagement and the moderating effect of the digital environment. PLOS ONE, 19(1), e0294350. https://doi.org/10.1371/journal.pone.0294350
Lipman, M. (2003). Thinking in education (2nd ed.). Cambridge University Press.
Mayer, R. E. (2019). Computer games in education. Annual Review of Psychology, 70, 531–549. https://doi.org/10.1146/annurev-psych-010418-102744
McComas, W. F. (Ed.). (2020). Nature of science in science instruction: Rationales and strategies. Springer. https://doi.org/10.1007/978-3-030-57239-6
Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of game-based learning. Educational Psychologist, 50(4), 258–283. https://doi.org/10.1080/00461520.2015.1122533
Prensky, M. (2001). Digital game-based learning. McGraw-Hill.
Rodríguez-Ferrer, J. M., Manzano-León, A., & Aguilar-Parra, J. M. (2023). Game-based learning and service-learning to teach inclusive education in higher education. International Journal of Environmental Research and Public Health, 20(4), 3285. https://doi.org/10.3390/ijerph20043285
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
Shapiro, L. (2019). Embodied cognition (2nd ed.). Routledge. https://doi.org/10.4324/9781315180380
Sitompul, H., Sayekti, R., Saragih, S. R. D., & Salminawati. (2023). Exploring students' perception of Quizizz as a learning media in higher education. Canadian Journal of Learning and Technology, 49(3), 1–24. https://doi.org/10.21432/cjlt28449
Sousa, C., Rye, S., Sousa, M., Torres, P. J., Perim, C., Mansuklal, S. A., & Ennami, F. (2023). Playing at the school table: Systematic literature review of board, tabletop, and other analog game-based learning approaches. Frontiers in Psychology, 14, 1160591. https://doi.org/10.3389/fpsyg.2023.1160591
Taber, K. S. (2021). Conceptual frameworks, metaphysical commitments and worldviews: What science teachers need to understand. Teachers and Teaching, 27(1–4), 257–274. https://doi.org/10.1080/13540602.2021.1931484
Veldkamp, A., van de Grint, L., Knippels, M. C. P. J., & van Joolingen, W. R. (2022). Escape education: A systematic review on escape rooms in education. Educational Research Review, 35, 100430. https://doi.org/10.1016/j.edurev.2021.100430
Wang, M. T., Fredricks, J., Ye, F., Hofkens, T., & Linn, J. S. (2020). The math and science engagement scales: Scale development, validation, and psychometric properties. Learning and Instruction, 58, 13–24. https://doi.org/10.1016/j.learninstruc.2018.01.004
Wilson, M. (2002). Six views of embodied cognition. Psychonomic Bulletin & Review, 9(4), 625–636. https://doi.org/10.3758/BF03196322
Wouters, P., van Nimwegen, C., van Oostendorp, H., & van der Spek, E. D. (2013). A meta-analysis of the cognitive and motivational effects of serious games. Journal of Educational Psychology, 105(2), 249–265. https://doi.org/10.1037/a0031311
Chen, X., Wang, L., Zhai, X., & Li, Y. (2022). Exploring the effects of argument map-supported online group debate activities on college students' critical thinking. Frontiers in Psychology, 13, 856462. https://doi.org/10.3389/fpsyg.2022.856462
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.
Conway, E., & Smith, R. (2026). Analogue play in the age of AI: A scoping review of non-digital games as active learning strategies in higher education. Behavioral Sciences, 16(1), 133. https://doi.org/10.3390/bs16010133
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Crookall, D. (2010). Serious games, debriefing, and simulation/gaming as a discipline. Simulation & Gaming, 41(6), 898–920. https://doi.org/10.1177/1046878110390784
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Harper & Row.
Cullinane, A., & Erduran, S. (2022). Nature of science in preservice science teacher education: Case studies of Irish pre-service science teachers. Journal of Science Teacher Education, 34(2), 201–223. https://doi.org/10.1080/1046560X.2022.2042978
Dichev, C., & Dicheva, D. (2017). Gamifying education: What is known, what is believed and what remains uncertain: A critical review. International Journal of Educational Technology in Higher Education, 14(1), 1–36. https://doi.org/10.1186/s41239-017-0042-5
Erduran, S., & Dagher, Z. R. (2014). Reconceptualizing the nature of science for science education. Springer. https://doi.org/10.1007/978-94-017-9057-4
Erduran, S., Kaya, E., & Dagher, Z. R. (2022). From the margins to the mainstream: The contested place of nature of science in science education. Science & Education, 31(6), 1723–1742. https://doi.org/10.1007/s11191-022-00334-6
Erhel, S., & Jamet, E. (2013). Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness. Computers & Education, 67, 156–167. https://doi.org/10.1016/j.compedu.2013.03.015
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218–226. https://doi.org/10.1037/0003-066X.56.3.218
George, D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference (4th ed.). Allyn & Bacon.
Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in Human Behavior, 54, 170–179. https://doi.org/10.1016/j.chb.2015.07.045
Janković, A., & Lambić, D. (2022). The effect of game-based learning via Kahoot and Quizizz on the academic achievement of third grade primary school students. Journal of Baltic Science Education, 21(2), 224–231. https://doi.org/10.33225/jbse/22.21.224
Lederman, N. G., Abd-El-Khalick, F., Bell, R. L., & Schwartz, R. S. (2002). Views of nature of science questionnaire: Toward valid and meaningful assessment. Journal of Research in Science Teaching, 39(6), 497–521. https://doi.org/10.1002/tea.10034
Li, Y., Chen, D., & Deng, X. (2024). The impact of digital educational games on student's motivation for learning: The mediating effect of learning engagement and the moderating effect of the digital environment. PLOS ONE, 19(1), e0294350. https://doi.org/10.1371/journal.pone.0294350
Lipman, M. (2003). Thinking in education (2nd ed.). Cambridge University Press.
Mayer, R. E. (2019). Computer games in education. Annual Review of Psychology, 70, 531–549. https://doi.org/10.1146/annurev-psych-010418-102744
McComas, W. F. (Ed.). (2020). Nature of science in science instruction: Rationales and strategies. Springer. https://doi.org/10.1007/978-3-030-57239-6
Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of game-based learning. Educational Psychologist, 50(4), 258–283. https://doi.org/10.1080/00461520.2015.1122533
Prensky, M. (2001). Digital game-based learning. McGraw-Hill.
Rodríguez-Ferrer, J. M., Manzano-León, A., & Aguilar-Parra, J. M. (2023). Game-based learning and service-learning to teach inclusive education in higher education. International Journal of Environmental Research and Public Health, 20(4), 3285. https://doi.org/10.3390/ijerph20043285
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
Shapiro, L. (2019). Embodied cognition (2nd ed.). Routledge. https://doi.org/10.4324/9781315180380
Sitompul, H., Sayekti, R., Saragih, S. R. D., & Salminawati. (2023). Exploring students' perception of Quizizz as a learning media in higher education. Canadian Journal of Learning and Technology, 49(3), 1–24. https://doi.org/10.21432/cjlt28449
Sousa, C., Rye, S., Sousa, M., Torres, P. J., Perim, C., Mansuklal, S. A., & Ennami, F. (2023). Playing at the school table: Systematic literature review of board, tabletop, and other analog game-based learning approaches. Frontiers in Psychology, 14, 1160591. https://doi.org/10.3389/fpsyg.2023.1160591
Taber, K. S. (2021). Conceptual frameworks, metaphysical commitments and worldviews: What science teachers need to understand. Teachers and Teaching, 27(1–4), 257–274. https://doi.org/10.1080/13540602.2021.1931484
Veldkamp, A., van de Grint, L., Knippels, M. C. P. J., & van Joolingen, W. R. (2022). Escape education: A systematic review on escape rooms in education. Educational Research Review, 35, 100430. https://doi.org/10.1016/j.edurev.2021.100430
Wang, M. T., Fredricks, J., Ye, F., Hofkens, T., & Linn, J. S. (2020). The math and science engagement scales: Scale development, validation, and psychometric properties. Learning and Instruction, 58, 13–24. https://doi.org/10.1016/j.learninstruc.2018.01.004
Wilson, M. (2002). Six views of embodied cognition. Psychonomic Bulletin & Review, 9(4), 625–636. https://doi.org/10.3758/BF03196322
Wouters, P., van Nimwegen, C., van Oostendorp, H., & van der Spek, E. D. (2013). A meta-analysis of the cognitive and motivational effects of serious games. Journal of Educational Psychology, 105(2), 249–265. https://doi.org/10.1037/a0031311
Published
2026-06-09
Section
Articles
Copyright (c) 2026 Rifda Nur Hikmahwati Arif, Salma Samputri
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
