Effect of Educaplay Integrated with PBL on Motivation and Learning Outcomes in Fourth Grade

Abstract

Preliminary observations suggest that student motivation and learning outcomes in IPAS instruction among fourth-grade students at SDN 9 Sindue Tombusabora are relatively low. Additionally, interactive media such as Educaplay have not yet been implemented. This research investigates the impact of combining Educaplay with the Problem-Based Learning model on student motivation, learning outcomes, and both factors concurrently. Employing a quantitative research methodology, the study used a one-group pretest-posttest pre-experimental design and involved 33 students (a saturated sample) over three sessions. Data collection included an 18-item learning motivation questionnaire (reliability coefficient α = 0.834) and a 20-item learning achievement test (reliability coefficient α = 0.804). Data analysis was performed using Paired Sample t-tests and MANOVA on gain scores with IBM SPSS Statistics version 30. Results indicated that the average motivation score rose from 45.39 to 53.55 (p = 0.000), and the average learning achievement score has improved from 9.45 to 14.85 (p = 0.000). MANOVA revealed a significant combined effect (Wilks’ Lambda = 0.088; F(2, 31) = 160.542; p = 0.000). Motivation scores increased from an average of 61.46% to 89.58% across the three sessions. The integration of Educaplay with Problem-Based Learning substantially enhanced both motivation and learning outcomes. However, given the absence of a control group and the combined nature of the intervention, caution is advised in interpreting these findings. Future research should include a control group to validate these results.