Scavenger Hunt: Innovative Social Studies Learning Through Educational Games to Improve Student Motivation
DOI:
https://doi.org/10.32332/2yq1qx04Keywords:
Educational Game, Learning Motivation, Scavenger Hunt, Social Sciences EducationAbstract
This study aimed to examine the effect of the Scavenger Hunt educational game on the learning motivation of ninth-grade students in Social Studies at MTs N 2 South Lampung during academic year. This quantitative study employed a quasi-experimental method with a Nonequivalent Control Group Design. The sample consisted of an experimental group and a control group selected through purposive sampling. Data were collected using a learning motivation questionnaire and analyzed through descriptive statistics, normality and homogeneity tests, an Independent Sample t-test, effect size, and N-Gain analysis. The results showed that learning motivation increased in both groups, with the experimental group demonstrating a greater improvement, from 47.42 to 72.33, compared to the control group, which increased from 47.38 to 56.13. The hypothesis test yielded a significance value (Sig. 2-tailed) of 0.000 (< 0.05), indicating a significant difference between the two groups. The effect size analysis produced a Cohen’s d value of 2.733, categorized as very large. Furthermore, the mean N-Gain score of the experimental group was 46.87 (moderate), while the control group obtained 16.11 (low). These findings indicate that the Scavenger Hunt educational game has a significant and effective impact on improving students’ learning motivation by providing interactive, challenging, and collaborative learning experiences that encourage active participation and curiosity.
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