Development of Fishing Games for Innovative and Fun Learning on Elementary School Science Substance Change Material
Article Sidebar
Main Article Content
Abstract
This study aims to design and implement a fishing game as an interactive learning tool on the material of changes in the form of matter for class 4A at Elementary School 93 Palembang consisting of 30 students. This learning tool was developed using the ADDIE method which includes analysis, design, development, implementation, and evaluation. This fishing game is designed to increase student participation and motivation by presenting interesting and educational activities, so that students can understand the concept of changes in the form of matter in a more real and interactive way. The research methodology used is one group pretest-posttest with observation and assessment of learning outcomes as measuring instruments. The results of the study showed a significant increase in students' understanding of the material of changes in the form of matter after using the fishing game tool. In addition, this tool has proven effective in encouraging students' cognitive development and their ability to apply concepts practically. This study is in line with previous studies which found that fishing games can improve children's cognitive abilities and enthusiasm for learning in elementary education. The application of the ADDIE method in the development of learning tools also supports the creation of organized and effective media according to student needs. Therefore, fishing games as an interactive learning tool are an innovative choice that can enrich the learning process at the elementary level, especially on the material on changes in the form of matter. This study provides an important contribution in the development of fun learning tools and supports the achievement of optimal learning outcomes.
Article Details
Section
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
References
Al-Jamili, O., Aziz, M., Mohammed, F., Almogahed, A., & Alawadhi, A. (2024). Evaluating the efficacy of computer games-based learning intervention in enhancing English speaking proficiency. Heliyon, 10(16), e36440. https://doi.org/10.1016/j.heliyon.2024.e36440
Câmara Olim, S., Nisi, V., & Romão, T. (2024). Augmented reality interactive experiences for multi-level chemistry understanding. International Journal of Child-Computer Interaction, 42, 100681. https://doi.org/10.1016/j.ijcci.2024.100681
Caspari-Gnann, I., & Sevian, H. (2022). Teacher dilemmas as sources of change and development. Teaching and Teacher Education, 112, 103629. https://doi.org/10.1016/j.tate.2021.103629
Cen, X., Lee, R. J., Contreras, C., Owens, M. T., & Maloy, J. (2024). Time spent on active learning activities does not necessarily correlate with student exam performance: a controlled case study. Journal of Microbiology & Biology Education, 25(3). https://doi.org/10.1128/jmbe.00073-24
Chen, M., Mohammadi, M., & Izadpanah, S. (2024). Language learning through music on the academic achievement, creative thinking, and self-esteem of the English as a foreign language (EFL) learners. Acta Psychologica, 247, 104318. https://doi.org/10.1016/j.actpsy.2024.104318
Cunningham-Sabo, L., Lohse, B., Clifford, J., Burg, A., & Nigg, C. (2023). Fuel for fun process evaluation reveals strong implementation and approval with varied parent engagement. Journal of Nutrition Education and Behavior, 55(1), 16–29. https://doi.org/10.1016/j.jneb.2022.08.001
Daryanes, F., Darmadi, D., Fikri, K., Sayuti, I., Rusandi, M. A., & Situmorang, D. D. B. (2023). The development of articulate storyline interactive learning media based on case methods to train student’s problem-solving ability. Heliyon, 9(4), e15082. https://doi.org/10.1016/j.heliyon.2023.e15082
de Leng, B., Mannil, M., Patel, R., Pawelka, F., Seifarth, H., & Sundermann, B. (2024). Case-based collaborative learning in undergraduate radiology teaching are essential conditions for group discussions met? Academic Radiology, 31(9), 3853–3863. https://doi.org/10.1016/j.acra.2024.03.043
Escala, N., Ángel Herrera-Pavo, M., Guitert, M., & Romeu, T. (2024). Educational experiences integrating the arts into teaching practice in primary education in Ecuador. Thinking Skills and Creativity, 54, 101671. https://doi.org/10.1016/j.tsc.2024.101671
Gabrielsson, J., Galan, N., & Politis, D. (2025). Learning pathways to entrepreneurial passion in venture creation programs: A configurational study of experiential and temporal conditions. Journal of Business Research, 186, 114944. https://doi.org/10.1016/j.jbusres.2024.114944
Garcia, E. B., Woodbridge, M. W., Sumi, W. C., Thornton, S. P., Nakamura, J., Wei, X., Smith, S. W., & Daunic, A. P. (2024). Effects of the tools for getting along curriculum on teachers’ reports of elementary students’ executive functions, social-emotional skills, and behavior problems. Social and Emotional Learning: Research, Practice, and Policy, 4, 100070. https://doi.org/10.1016/j.sel.2024.100070
Ghafri, T. K. AL. (2013). Self-directed learning in asynchronous courses: strategies for effective design and development. Procedia - Social and Behavioral Sciences, 103, 807–817. https://doi.org/10.1016/j.sbspro.2013.10.402
Gómez-León, M. I. (2025). Serious games to support emotional regulation strategies in educational intervention programs with children and adolescents. Systematic review and meta-analysis. Heliyon, 11(4), e42712. https://doi.org/10.1016/j.heliyon.2025.e42712
Goulet, J., Archambault, I., Olivier, E., & Morizot, J. (2024). Externalizing behaviors and student engagement: Exploring the protective role of parental involvement in school using latent moderated structural equation modeling. Journal of School Psychology, 107, 101365. https://doi.org/10.1016/j.jsp.2024.101365
Hanaysha, J. R., Shriedeh, F. B., & In’airat, M. (2023). Impact of classroom environment, teacher competency, information and communication technology resources, and university facilities on student engagement and academic performance. International Journal of Information Management Data Insights, 3(2), 100188. https://doi.org/10.1016/j.jjimei.2023.100188
Holden, M. (2008). Social learning in planning: Seattle’s sustainable development codebooks. Progress in Planning, 69(1), 1–40. https://doi.org/10.1016/j.progress.2007.12.001
Huang, F., Tham, K. L. S., & Kwan, E. W. Y. (2024). Exploring post-registration nursing students’ perceptions and learning experiences of peer-led simulation: A qualitative study. Nurse Education Today, 142, 106354. https://doi.org/10.1016/j.nedt.2024.106354
Ju, W., Fang, Z., Gu, Y., Liu, Z., Long, Q., Qiao, Z., Qin, Y., Shen, J., Sun, F., Xiao, Z., Yang, J., Yuan, J., Zhao, Y., Wang, Y., Luo, X., & Zhang, M. (2024). A comprehensive survey on deep graph representation learning. Neural Networks, 173, 106207. https://doi.org/10.1016/j.neunet.2024.106207
Kang, D. S. (2014). How international students build a positive relationship with a hosting country: Examination of strategic public, message and channel of national public relations. International Journal of Intercultural Relations, 43, 201–214. https://doi.org/10.1016/j.ijintrel.2014.08.006
Kermavnar, T., Visch, V. T., & Desmet, P. M. A. (2023). Games in times of a pandemic: structured overview of COVID-19 serious games. JMIR Serious Games, 11, e41766. https://doi.org/10.2196/41766
Kessner, T. M., & Harris, L. M. (2022). Opportunities to practice historical thinking and reasoning in a made-for-school history-oriented videogame. International Journal of Child-Computer Interaction, 34, 100545. https://doi.org/10.1016/j.ijcci.2022.100545
Khan, M. L. (2017). Social media engagement: What motivates user participation and consumption on YouTube? Computers in Human Behavior, 66, 236–247. https://doi.org/10.1016/j.chb.2016.09.024
Kwak, M., Kim, B.-J., & Chung, J.-B. (2024). Serious game development for public health: Participatory design approach to COVID-19 quarantine policy education. JMIR Serious Games, 12, e54968–e54968. https://doi.org/10.2196/54968
Lee, S., & Song, K.-S. (2024). Teachers’ and students’ perceptions of AI-generated concept explanations: Implications for integrating generative AI in computer science education. Computers and Education: Artificial Intelligence, 7, 100283. https://doi.org/10.1016/j.caeai.2024.100283
Lee, Y.-I., & Yu, T.-K. (2025). Game-based learning enhances business decision-making learning for on-the-job MBA students: A case study of dynamic systems-thinking course. The International Journal of Management Education, 23(2), 101140. https://doi.org/10.1016/j.ijme.2025.101140
Li, M. (2025). Mapping academic motivation, self-efficacy, achievement emotions, and vocabulary learning in a game-enhanced learning environment from the lens of activity theory. Learning and Motivation, 89, 102087. https://doi.org/10.1016/j.lmot.2024.102087
Lin, L.-C., Chang, M.-C., Yang, H.-C., & Wei, M.-C. (2024). Enhancing disaster prevention learning through human-centered design: Students’ learning cognition and enjoyment in informal educational settings. International Journal of Disaster Risk Reduction, 106, 104451. https://doi.org/10.1016/j.ijdrr.2024.104451
Liu, J. (2025). Development of interactive english e-learning video entertainment teaching environment based on virtual reality and game teaching emotion analysis. Entertainment Computing, 52, 100884. https://doi.org/10.1016/j.entcom.2024.100884
McFeetors, P. J., & Palfy, K. (2018). Educative experiences in a games context: Supporting emerging reasoning in elementary school mathematics. The Journal of Mathematical Behavior, 50, 103–125. https://doi.org/10.1016/j.jmathb.2018.02.003
Møller-Skau, M., & Lindstøl, F. (2022). Arts-based teaching and learning in teacher education: “Crystallising” student teachers’ learning outcomes through a systematic literature review. Teaching and Teacher Education, 109, 103545. https://doi.org/10.1016/j.tate.2021.103545
Nadiyah, R. S., & Faaizah, S. (2015). The development of online project based collaborative learning using ADDIE model. Procedia - Social and Behavioral Sciences, 195, 1803–1812. https://doi.org/10.1016/j.sbspro.2015.06.392
Obilor, H. N., Veryha, O., Weisz, T., Botros, M., Wilson, R., Tranmer, J., & Woo, K. (2024). The feasibility of a social media-based foot self-management education and support program for adults with diabetes: A partially randomized preference trial. PEC Innovation, 5, 100307. https://doi.org/10.1016/j.pecinn.2024.100307
Padilla-Zea, N., Gutiérrez, F. L., López-Arcos, J. R., Abad-Arranz, A., & Paderewski, P. (2014). Modeling storytelling to be used in educational video games. Computers in Human Behavior, 31, 461–474. https://doi.org/10.1016/j.chb.2013.04.020
Park, B. K., Nahm, E.-S., & Rogers, V. E. (2016). Development of a teen-friendly health education program on Facebook: Lessons learned. Journal of Pediatric Health Care, 30(3), 197–207. https://doi.org/10.1016/j.pedhc.2015.06.011
Pires, A. C., Bakala, E., González-Perilli, F., Sansone, G., Fleischer, B., Marichal, S., & Guerreiro, T. (2022). Learning maths with a tangible user interface: Lessons learned through participatory design with children with visual impairments and their educators. International Journal of Child-Computer Interaction, 32, 100382. https://doi.org/10.1016/j.ijcci.2021.100382
Retno, R. S., Purnomo, P., Hidayat, A., & Mashfufah, A. (2025). Conceptual framework design for STEM-integrated project-based learning (PjBL-STEM) for elementary schools. Asian Education and Development Studies, 14(3), 579–604. https://doi.org/10.1108/AEDS-08-2024-0188
Rico-Juan, J. R., Peña-Acuña, B., & Navarro-Martinez, O. (2024). Holistic exploration of reading comprehension skills, technology and socioeconomic factors in Spanish teenagers. Heliyon, 10(12), e32637. https://doi.org/10.1016/j.heliyon.2024.e32637
Sailer, M., Ninaus, M., Huber, S. E., Bauer, E., & Greiff, S. (2024). The End is the Beginning is the End: The closed-loop learning analytics framework. Computers in Human Behavior, 158, 108305. https://doi.org/10.1016/j.chb.2024.108305
Schouten, D. G. M., Paulissen, R. T., Hanekamp, M., Groot, A., Neerincx, M. A., & Cremers, A. H. M. (2017). Low-literates’ support needs for societal participation learning: Empirical grounding of theory- and model-based design. Cognitive Systems Research, 45, 30–47. https://doi.org/10.1016/j.cogsys.2017.04.007
Sedova, K., Hofmann, R., Salamounova, Z., Svaricek, R., & Sedlacek, M. (2024). Seeing students differently: Tracing shifts in teachers’ conceptualizations through situated discourse. Learning in Context, 1(1–2), 100003. https://doi.org/10.1016/j.lecon.2025.100003
Sharma, W., Lim, W. M., Kumar, S., Verma, A., & Kumra, R. (2024). Game on! A state-of-the-art overview of doing business with gamification. Technological Forecasting and Social Change, 198, 122988. https://doi.org/10.1016/j.techfore.2023.122988
Shim, J. (2023). Investigating the effectiveness of introducing virtual reality to elementary school students’ moral education. Computers & Education: X Reality, 2, 100010. https://doi.org/10.1016/j.cexr.2023.100010
Son, T., Yeo, S., & Lee, D. (2024). Exploring elementary preservice teachers’ responsive teaching in mathematics through an artificial intelligence-based Chatbot. Teaching and Teacher Education, 146, 104640. https://doi.org/10.1016/j.tate.2024.104640
Su, Y.-N., & Zhao, D.-Y. (2024). Effectiveness of the “Hand as Foot” teaching method in human physiology: A randomized controlled trial. Asian Journal of Surgery, 47(2), 953–958. https://doi.org/10.1016/j.asjsur.2023.12.178
Tseng, J.-J. (2025). Using visual scaffolding to enhance the comprehensibility of English materials in science education: A genre-based approach. Journal of English for Academic Purposes, 75, 101500. https://doi.org/10.1016/j.jeap.2025.101500
Wang, Q., Zhao, H., Fan, J., & Li, J. (2022). Effects of flipped classroom on nursing psychomotor skill instruction for active and passive learners: A mixed methods study. Journal of Professional Nursing, 39, 146–155. https://doi.org/10.1016/j.profnurs.2022.01.013
Wyles, K. J., Pahl, S., Carroll, L., & Thompson, R. C. (2019). An evaluation of the Fishing For Litter (FFL) scheme in the UK in terms of attitudes, behavior, barriers and opportunities. Marine Pollution Bulletin, 144, 48–60. https://doi.org/10.1016/j.marpolbul.2019.04.035
Yalçin, O., & Sadik, F. (2024). Examining the cognitive and affective changes in students through the implementation process of the physics curriculum based on an interdisciplinary context-based learning approach. Thinking Skills and Creativity, 54, 101672. https://doi.org/10.1016/j.tsc.2024.101672
Yang, R., & Yagi, H. (2024). Evaluating occupational values in Japan’s urban farming: A comparison between the Likert scale and Best-Worst Scaling methods. Cities, 155, 105485. https://doi.org/10.1016/j.cities.2024.105485
Zhai, C., & Wibowo, S. (2023). A systematic review on artificial intelligence dialogue systems for enhancing English as foreign language students’ interactional competence in the university. Computers and Education: Artificial Intelligence, 4, 100134. https://doi.org/10.1016/j.caeai.2023.100134