The Effect of the Gamification-Assisted Problem-Based Learning Model on the Learning Outcomes of Elementary School Students

Learning outcomes in elementary science (IPAS) instruction remain suboptimal in many Indonesian schools, largely due to the dominance of conventional, teacher-centered approaches that limit student engagement and conceptual understanding. This study aimed to examine the effect of the Kahoot-based gamification-assisted Problem-Based Learning (PBL) model on the IPAS learning outcomes of grade V students, specifically on the topic of the process of vision due to light. A quantitative pre-experimental design with a One-Group Pretest–Posttest approach was employed. The sample consisted of 33 grade V students at SDN Pinayungan 1, selected through purposive sampling. Learning outcomes were measured using a validated 25-item multiple-choice instrument (Cronbach's α = 0.80). Data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, Levene's homogeneity test, and the Paired Sample t-test with SPSS version 24. The results demonstrated a statistically significant difference between pretest and posttest scores (t = 10.570, df = 32, p = 0.000), with a mean score improvement of 12.85 points and a very large effect size (Cohen's d ≈ 1.84). Both normality and homogeneity assumptions were satisfied. These findings confirm that the integration of Kahoot-based gamification within the PBL framework significantly enhances students' science learning outcomes by fostering active engagement, real-time feedback, and intrinsic motivation. The gamification-assisted PBL model is recommended as an innovative instructional strategy for elementary IPAS education.