Komparasi Efektivitas Problem-Based Learning dan Game-Based Learning terhadap Keterlibatan Belajar dalam Pembelajaran Matematika Sekolah Dasar
DOI:
https://doi.org/10.61798/wjpe.v5i2.1028Keywords:
Problem-Based Learning, Game-Based Learning, keterlibatan belajar, pembelajaran matematika, sekolah dasarAbstract
Keterlibatan belajar (student engagement) merupakan faktor penting yang menentukan keberhasilan pembelajaran matematika di sekolah dasar. Berbagai penelitian menunjukkan bahwa Problem-Based Learning (PBL) dan Game-Based Learning (GBL) mampu meningkatkan keterlibatan belajar, namun bukti mengenai efektivitas relatif keduanya masih tersebar dan belum tersintesis secara komprehensif. Penelitian ini bertujuan membandingkan efektivitas PBL dan GBL terhadap keterlibatan belajar dalam pembelajaran matematika sekolah dasar melalui pendekatan Systematic Literature Review (SLR). Penelitian mengikuti pedoman PRISMA 2020 dengan menelusuri artikel pada basis data Scopus, ERIC, ScienceDirect, SpringerLink, dan Google Scholar periode 2020–2026. Dari 80 artikel yang teridentifikasi, sebanyak 18 artikel memenuhi kriteria inklusi dan dianalisis menggunakan thematic synthesis. Hasil penelitian menunjukkan bahwa PBL lebih dominan dalam meningkatkan cognitive engagement melalui aktivitas pemecahan masalah, penalaran, dan konstruksi pemahaman konsep, sedangkan GBL lebih efektif dalam memperkuat emotional engagement melalui pengalaman belajar yang interaktif, menantang, dan memotivasi. Kedua model memberikan kontribusi yang relatif seimbang terhadap behavioral engagement. Temuan ini menunjukkan bahwa efektivitas model pembelajaran bergantung pada kesesuaian antara tujuan pembelajaran, karakteristik materi, dan dimensi keterlibatan belajar yang ingin dikembangkan.
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