Empowering Junior High School Students’ Collaboration Skills through Science Learning Using the Secret Mission Game
DOI:
https://doi.org/10.17977/um084v4i12026p174-183Keywords:
Collaboration Skills, Game-Based Learning, Lesson study, Science Learning, Secret Mission GameAbstract
This study aimed to empower the collaboration skills of Class VII B students at SMP Laboratorium UM through the implementation of the Game-Based Learning model using the Secret Mission game in science learning on the topic of Physical and Chemical Changes. The study was motivated by the low level of students’ collaboration skills, as indicated by previous classroom assignments that were mostly completed individually rather than collaboratively in groups. The study employed the Lesson Study approach, which consisted of three stages: Plan, Do, and See. During the planning stage, the Lesson Study team collaboratively designed learning modules, game scenarios, instructional media, and observation instruments. In the implementation stage, students participated in the Secret Mission game through group-based missions requiring communication, teamwork, and problem-solving skills. Observation results showed that most students actively engaged in collaborative activities during the learning process. The findings revealed that the implementation of the Secret Mission game successfully empowered students’ collaboration skills, as reflected in several indicators, including accepting assigned group membership (90%), respecting differences of opinion (84%), actively contributing (75%), accepting group agreements (78%), and helping peers experiencing difficulties (66%). Therefore, the Secret Mission game can serve as an innovative and interactive learning strategy to strengthen collaboration skills in junior high school science learning.
References
Adipat, S., Laksana, K., Busayanon, K., Ausawasowan, A., & Adipat, B. (2021). Engaging students in the learning process with game-based learning: The fundamental concepts. International Journal of Technology in Edu-cation, 4(3), 542–552. https://doi.org/10.46328/ijte.169
Balazinec, M., Radanovic, I., & Bulic, M. (2024). Self-regulated learning in science classes with a discovery learning environment and collaborative discovery learning environment. Education Sciences, 14(6), Article 669. https://doi.org/10.3390/educsci14060669
Dibaba, T. Y., Lemma, A., Faith, M., & Bekele, A. (2024). The potential of lesson study in enhancing secondary school mathematics teachers’ pedagogical practices in lesson planning: Evidence from Ethiopia. Interna-tional Journal for Lesson and Learning Studies, 13(4), 233–245. https://doi.org/10.1108/IJLLS-01-2024-0023
Dutta, S., He, M., & Tsang, D. C. W. (2023). Reflection and peer assessment to promote self-directed learning in higher education. Journal of Educational Research and Reviews, 11(3), 35–46. https://doi.org/10.33495/jerr_v11i3.23.111
Fitriati, F., Rosli, R., & Iksan, Z. H. (2023). Enhancing prospective mathematics teachers’ lesson planning skills through lesson study within school university partnership program. Journal on Mathematics Education, 14(1), 69–84. https://doi.org/10.22342/JME.V14I1.PP69-84
Katual, D., Goede, R., & Drevin, L. (2023). Game-based learning to improve critical thinking and knowledge sharing: Literature review. 67th Annual Proceedings of the International Society for the Systems Sciences (ISSS 2023).
Leitner, M., Greenwald, E., Wang, N., Montgomery, R., & Merchant, C. (2023). Designing game-based learning for high school artificial intelligence education. International Journal of Artificial Intelligence in Education, 33(2), 384–398. https://doi.org/10.1007/s40593-022-00327-w
Lestari, A. S. B. L., Wahyono, A., Akkuşci, Y. E., Purwanto, P., Anas, K., Nurmalasari, Y., Bibi, R., & Yunus, M. (2023). PLAN–DO–SEE: Lesson study-based differentiated learning in middle schools. Delta-Phi: Jurnal Pendidikan Matematika, 1(1), 41–45. https://doi.org/10.61650/dpjpm.v1i1.76
Lisa, A. A., & Muthohar, S. (2024). Strategi game based learning dalam pembelajaran PAI untuk meningkatkan keterampilan 4C + S siswa. 13(001), 125–138.
Lopez-Fernandez, D., Gordillo, A., Perez, J., & Tovar, E. (2023). Learning and motivational impact of game-based learning: Comparing face-to-face and online formats on computer science education. IEEE Transactions on Education, 66(4), 360–368. https://doi.org/10.1109/TE.2023.3241099
Monalisa, M. (2023). Pengaruh game based learning mata pelajaran informatika kurikulum merdeka ter-hadap motivasi dan prestasi belajar. Padma Sari: Jurnal Ilmu Pendidikan, 3(01), 19–29. https://doi.org/10.53977/ps.v3i01.908
Mualifah, S. R. L., & Rahayu, M. (2023). Identifikasi miskonsepsi siswa kelas XI IPA MAN 2 Lamongan menggunakan instrumen tes diagnostik five tier pada konsep laju reaksi. Berajah Journal: Jurnal Pembela-jaran dan Pengembangan Diri, 3(3), 513–526.
Perumal, B. V. (2024). Collaborative skills in education.
Phua, G. L. G., Owyong, J. L. J., Leong, I. T. Y., Goh, S., Somasundaram, N., Poon, E. Y. L., Chowdhury, A. R., Ong, S. Y. K., Lim, C., Murugam, V., Ong, E. K., Mason, S., Hill, R., & Krishna, L. K. R. (2024). A systematic scoping review of group reflection in medical education. BMC Medical Education, 24(1), 1–17. https://doi.org/10.1186/s12909-024-05203-w
Puga, R. U. (2022). Game-based learning: A tool that enhances collaborative work: A case study of undergrad-uate students. Proceedings of the European Conference on Games-Based Learning, 2022(October), 570–577. https://doi.org/10.34190/ecgbl.16.1.419
Ramírez, D., Guzman-Lavín, E. J., Pulgar, J., & Candia, C. (2023). Affinity-based groups in secondary education: Increased stability at the expense of collaboration. arXiv. https://arxiv.org/abs/2309.15212
Riaz, M., & Din, M. (2023). Collaboration as 21st century learning skill at undergraduate level. SJESR, 6(1), 93–99. https://doi.org/10.36902/sjesr-vol6-iss1-2023(93-99)
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, Article 1160591. https://doi.org/10.3389/fpsyg.2023.1160591
Strouse, G. A., Opoku, A., Mourlam, D. J., Newland, L. A., Chesnut, S. R., & Williams, J. M. (2024). Educators’ enact-ed beliefs about the use of print and digital media in early and middle childhood classrooms. Discover Ed-ucation, 3(1). https://doi.org/10.1007/s44217-024-00329-x
Sufajar, D., & Qosyim, A. (2022). Analisis keterampilan kolaborasi siswa SMP pada pembelajaran IPA di masa pandemi COVID-19. Pensa: E-Jurnal Pendidikan Sains, 10(2), 253–259. https://ejournal.unesa.ac.id/index.php/pensa/article/view/45054
Wu, T., Tang, X., Wong, S., Chen, X., Shaffer, C. A., & Chen, Y. (2024). The impact of group discussion and for-mation on student performance: An experience report in a large CS1 course. Proceedings of the 2024 ACM Technical Symposium on Computer Science Education, 17, 1260–1266. https://doi.org/10.1145/3641554.3701973
Yaman, H., Sousa, C., Neves, P. P., & Luz, F. (2024). Implementation of game-based learning in educational con-texts: Challenges and intervention strategies. Electronic Journal of E-Learning, 22(10), 19–36. https://doi.org/10.34190/ejel.22.10.3480
Yeoh, C. P., Li, C. T., & Hou, H. T. (2024). Game-based collaborative scientific inquiry learning using realistic con-text and inquiry process-based multidimensional scaffolding. International Journal of Science Education, 1–23. https://doi.org/10.1080/09500693.2024.2354944
Zha, S., Tang, Y., Gong, J., & Xu, Y. (2025). COLP: Scaffolding children’s online long-term collaborative learning. arXiv. http://arxiv.org/abs/2502.03226
Zubaidah, S. (2019). STEAM (science, technology, engineering, arts, and mathematics): Pembelajaran untuk mem-berdayakan keterampilan abad ke-21.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Rahma Fika Kurnia, Imraatul Mufidah, Dyne Rizki Puspitasari
This work is licensed under a Creative Commons Attribution 4.0 International License.
