The Effects of Problem-Based Learning (PBL) with Games on Learning Achievement and Problem-Solving Skills on the Heterogeneous Mixture Separation in Science for Primary 6 Students

Abstract

The objectives of this research were to: 1) compare pretest and posttest scores of students on the heterogeneous mixture separation; 2) compare pretest and posttest scores of students of problem-solving skills; and 3) explore the students’ satisfaction towards problem-based learning with games. The target group comprised 13 primary 6 students from Bantungpanan School for the academic year 2024, selected through cluster sampling. The research instruments included 1) learning game, 2) lesson plans problem-based learning with games, 3) a learn achievement test, 4) a problem-solving skills test, and 5) a form used to measure satisfaction on science by using problem-based learning with games. Data were analyzed using mean, standard deviation, and dependent samples t-test. The research results showed that 1) The students’ posttest scores of learning achievement by using problem-based learning with games were higher than pretest scores, with statistical significance at the 0.05 level, 2) The students’ posttest scores of problem-solving skills by using problem-based learning with games of students were higher than their pretest scores, with statistical significance at the 0.05 level, and 3) The students’ satisfaction towards problem-based learning with games overall was the highest (x̅  = 4.79, S.D. = 0.10).