Cultural adventure games: exploring natural science through local wisdom

Cultural adventure games: exploring natural science through local wisdom | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Cultural adventure games: exploring natural science through local wisdom Sirjon Sirjon, Yansen Alberth Reba, M Zaenul Muttaqin, Yovian Yustiko Prasetya This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-4466321/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract The purpose of this study is to develop a natural science learning game oriented toward local Papuan culture for grade IV elementary school students that is feasible and effective. This research uses a qualitative approach with research and development (R&D) research methods with the Lee and Owen development model. The results of the formative evaluation showed an average feasibility test of 3.94 for material experts, learning design experts, and media experts, with good conclusions; one-to-one evaluations,with students obtaining an average of 3.05 with good conclusions;small group evaluations, with an average of 3.43 with very good conclusions; and field trial evaluations, withan average score of 3.61 with a very good conclusion. Therefore, it was concluded that the science learning game oriented toward local Papuan culture for Grade IV elementary school students was very good. The effectiveness of science learning game development oriented toward local Papuan culture was tested through t tests. The results show a Sig. (2-tailed) value of 0.000 < 0.05, so there is a significant difference between science learning outcomes in the pretest and posttest data, so it can be concluded that science learning games oriented toward local Papuan culture are effective in improving the learning outcomes of Grade IV elementary school students. Local culture gaming natural science. Figures Figure 1 Figure 2 Figure 3 Figure 4 Figure 5 Figure 6 Introduction One of the subjects given to elementary school students in Indonesia is natural science. Natural science or science is defined literally as the study of natural phenomena. (Favilla et al., 2024), positing that science is an approach to contemplating and understanding the world that surrounds us. (Frazer et al., 2023) suggested that science is a method or procedure used to see the world around us to find potential answers to our questions. The following opinion is expressed by (Ván, 2023): natural science is a methodical investigation of nature. In line with the above opinion, (Setiaji et al., 2023) suggests that natural science is a science that examines all events that occur in nature, including living things and inanimate objects. Based on some of the above opinions, it can be concluded that natural science is a branch of knowledge that aims to explore, analyze, and understand all events that occur in nature to provide potential answers to questions that arise. While there have been previous studies developing educational games, this research stands out due to the integration of local Papuan cultural elements into the learning game. This approach is an innovative step toward providing a more engaging and contextualized learning experience for students while introducing and maintaining Papuan cultural heritage. Previous research may have focused on the development of educational games without considering aspects of local culture, so this research makes a novel contribution to the field of science learning. The integration of local culture, such as Papuan knowledge systems, life tools, technology and art, is significant, as it allows students to understand science in a context closer to their daily lives. Considering the need for more engaging and culturally relevant learning media for students, this research is expected to inspire further development in education that focuses on preserving local culture. In addition, this research also aims to improve students' learning outcomes, particularly in terms of describing the relationships among natural resources, the environment, technology, and society effectively and efficiently, thus having a positive impact on education in the region. Literature Review Learning science in elementary school is very important because students' initial knowledge greatly influences their interest and tendency to learn science at a higher level (Rosmiati et al., 2022 ). Science learning should encourage the development of students' skills and their capacity to build their own concepts. As a means for students to understand science more contextually and apply it in everyday life, science learning is also expected to be the main foundation of education (Urquhart et al., 2023 ). Science learning in elementary schools places a strong emphasis on using hands-on experience through the development of scientific processes and mindsets (Henita et al., 2023 ). Scientific literacy plays a crucial role in enabling students to recognize, understand, explain, and apply scientific concepts in their everyday lives (Pujawan et al., 2022 ). Understanding scientific concepts and core ideas is fundamental for scientific inquiry and research, allowing individuals to reason with science in various aspects of their daily routines (Golumbic et al., 2022 ). Moreover, integrating scientific knowledge with everyday experiences can bridge the gap between school science and lived experiences, making science more relevant and accessible to students (Adler & Karam, 2024 ). Teachers' ability to provide effective scientific explanations is essential for students to grasp scientific concepts related to daily life (Karaaslan, 2022 ). By enhancing scientific literacy, learners can analyze and explain scientific phenomena, thereby solving real-life problems more effectively (Rahmatika et al., 2022 ). The development of scientific literacy behavior among students is seen as a solution for enhancing their understanding and application of scientific concepts in everyday problem-solving scenarios (Safrizal & Yulia, 2022 ). Furthermore, discussions and scientific arguments can stimulate critical thinking about phenomena in the environment, including cultural aspects and community habits, thereby enriching students' understanding of science in the context of their daily lives (Wibowo, 2022 ). New scientific concepts often challenge learners' existing schemas based on personal experiences, highlighting the importance of connecting formal science education with individuals' daily life experiences (Özdemir, 2022 ). In conclusion, the integration of scientific ideas and concepts into everyday life is essential for enhancing scientific literacy, problem-solving skills, and critical thinking among students. By linking scientific knowledge with real-world experiences, individuals can better appreciate the relevance and applicability of science in their daily routines. These references offer valuable insights into different aspects related to science learning objectives in elementary schools. (Duruk et al., 2022 ) focused on students' understanding of the nature of science, aligning with the goal of enhancing students' comprehension of the natural world. (Androsov & Zhang, 2023 ) discuss the role of students as cocreators in culturally responsive teaching, which can aid in fostering a scientific mindset, problem-solving skills, and belief in the Creator. Agasi & Desyandri, ( 2022 ) presented integrated thematic teaching materials to help develop students' science process skills. Additionally, Choirunnisa et al., ( 2022 ) highlight the creation of teaching materials based on Islamic values to improve students' grasp of mathematical concepts, thereby supporting the acquisition of fundamental knowledge for future education. Educational games play a significant role in enhancing science learning outcomes for elementary school students. Besalti & Smith ( 2024 ) emphasize that educational games are designed to foster active and enjoyable interactions between students and the learning material, thereby promoting effective learning. These games are instrumental in boosting student motivation and engagement and creating a fun learning environment (Dele-Ajayi, 2018 ). The various benefits of using learning games for children, such as developing problem-solving skills and motor abilities and fostering positive relationships between children and parents, are highlighted(Cankaya et al., 2023 ). Integrating digital game-based learning into science education has been shown to be particularly effective in enhancing student learning outcomes (Gray & Dunn, 2024 ). This approach not only connects the learning process with new technologies but also improves visual technology utilization in science education, leading to more successful learning experiences (Utami et al., 2023 ). Furthermore, (Nasution & Nasution, 2021 ) stress the importance of critical thinking skills in science learning and how various approaches, including educational games such as Quizizz, can be utilized to achieve learning objectives effectively. In conclusion, the use of educational games in science learning for elementary school students is a powerful tool that not only enhances academic outcomes but also fosters motivation, engagement, and critical thinking skills. By leveraging digital game-based learning and incorporating fun and interactive elements into the curriculum, educators can create a stimulating learning environment that promotes active participation and knowledge retention among students. The explanation above shows that the use of media such as educational games is very important for supporting the achievement of learning objectives effectively and efficiently, but based on the results of preliminary research conducted in 3 schools in Abepura District, Jayapura City, the science learning outcomes of Grade IV elementary school students are still low. At SDN Inpres Hedam Abepura, the average number of science learning outcomes in the 2019/2020 school year was 47, that in the 2020/2021 school year was 54, and that in the 2021/2022 school year was 50 from the stipulated KKM, which was 60. Furthermore, at SDN 1 Abepura, there were 55 student learning outcomes for the 2019/2020 school year, 60 for the 2020/2021 school year and 58 for the 2021/2022 school year from the designated KKM, which was 65. For SD Negeri 3 Abepura, 50 student learning outcomes were reported for the 2019/2020 school year, 46 student learning outcomes were reported for the 2020/2021 school year, and 48 student learning outcomes were reported for the 2021/2022 school year. The low results of science learning are caused by the limited use of media, where the media used in schools still uses images printed by teachers themselves with limited/small sizes. Teacher exploration of the use of interesting media and the ability to stimulate student activity in learning is also still limited, and learning content has not been oriented to materials that are close to the student's environment, which causes a lack of student interest and interaction with learning, so student learning outcomes are still low. This shows that it is necessary to develop interesting learning media and can motivate students to learn. The results of other preliminary research show that since the COVID-19 pandemic, students in Abepura District, Jayapura city, have become more interested in technological developments through the use of smartphones. Students tend to play games through smartphones, even though their abilities are still limited to games that are simple (Chadijah et al., 2023 ). This is the basis for the development of science learning games. Furthermore, researchers have integrated local culture into the development of science learning games. The importance of preserving local culture or the value of local wisdom should be considered (Arsal et al., 2023 ). One of the efforts to continue to preserve these local cultural elements is to transmit them to the next generation (students) through education. The integration of local culture into science learning has a positive impact on student development. This is in accordance with opinion Sukardjo & Solihatin ( 2023 ) that the development of a student can be supported by social and cultural activities. By organizing students' social interaction experiences in their cultural settings, students' mentality will mature. Thus, researchers conducted this study with the aim of developing a feasible and effective Papuan culture-oriented science learning game. This research provides innovation by integrating elements of Papuan local culture, such as local knowledge systems, living equipment systems and technology, and art, into science learning games. The development of learning games that consider local culture is not only an effective way to increase students' interest and participation in learning but also an effort to introduce and maintain cultural values for the younger generation. The integration of local culture into science learning is also expected to positively influence students' development in accordance with Vygotsky's theory on the importance of social and cultural experiences in education (Wahyudiati & Qurniati, 2023 ). Therefore, this research offers an innovative approach and has the potential to improve the science learning outcomes of Grade IV primary school students, as well as contributing to the preservation and appreciation of local Papuan culture. METHOD This research uses a qualitative approach with research and development (R&D) methods. The development model used is the Lee & Owens ( 2004 ) model, which consists of several steps: 1) assessment/analysis consisting of needs analysis and initial and final capability analysis; 2) design; 3) development; 4) implementation; and 5) evaluation. The Lee & Owen model was used in the development of educational games because it has detailed and appropriate steps for developing learning (multimedia) media. The research was conducted in Abepura District, Jayapura city, and the subjects of the study were Grade IV elementary school students. The following data collection techniques were used in this study: 1) at the needs analysis stage, conducted through interviews and observations; 2) at the product feasibility stage, carried out through expert validation using evaluation sheets and responses; 3) in the one-on-one and small group trial phase, data collection was carried out through observation and response; and 4) in the field trial stage, data collection was carried out through pretest and posttest as well as student responses. Data analysis is carried out qualitatively by systematically describing the development steps carried out and describing the data obtained through interviews, observations, and other materials. Game feasibility analysis was conducted on the average results of expert validity tests, one-on-one trials with students, small group trials and field trials. To test the effectiveness of science learning games oriented toward local Papuan culture, a t test was carried out using SPSS version 20. By using the R&D research method and a well-structured qualitative approach, this study can effectively answer the research objectives of developing a science education game oriented toward Papuan local culture and testing its effectiveness in improving the learning outcomes of Grade IV elementary school students. This method allows the research to systematically design, develop and evaluate such educational games to achieve optimal results in accordance with the set objectives. FINDINGS AND DISCUSSION Findings Analysis/Assessment This stage is divided into 2 stages, namely, needs analysis and initial and final capability analysis. The results of the needs analysis provide an overview of the science learning process that has been carried out, including 1) the use of media is still limited, where the media used in schools still uses images printed by the teacher himself with a limited/small size; 2) teacher exploration of the use of interesting media and can stimulate student activeness in learning is also still limited; and 3) the learning content has not been oriented to material that is close to the student's environment. In addition, since the COVID-19 pandemic, students in Abepura District, Jayapura city, have become more interested in technological developments through the use of smartphones. Students tend to play games through these smartphones, even though their abilities are still limited to simple games. The results of interviews with teachers and principals provide input for developing science learning games while considering the importance of preserving local culture or the value of local wisdom, so the researcher concluded that the development needs are the development of science learning games oriented toward local Papuan culture for elementary school students. After learning about the students’ development needs, the researchers subsequently conducted an initial and final ability analysis with the following results: 1) the results of the student analysis showed that the science learning outcomes of Grade IV elementary school students were still low because the media used by teachers was less attractive. In addition, students are also less motivated in learning, and their involvement in learning is very limited because teachers dominate learning through the lecture method; 2) the results of technology analysis show that all parents of students already have smartphone devices that students can use in learning; 3) the results of the situation analysis show that the situation and conditions of the school can support the implementation of safe and enjoyable learning for students; 4) the results of the task analysis show that the competencies that students want to achieve through the development of science learning games are related to basic competencies 3.7, namely, describing the relationship between natural resources and the environment, technology, and society; and 5) the results of the analysis of important events show that students already have preliminary knowledge about natural resources in the surrounding environment. This describes the initial competencies possessed by students and competencies that must be developed; 6) the results of the goal analysis produce the formulation of goals as the basis for the competencies to be achieved by students; 7) the results of the problem analysis produce the conclusion that to solve learning problems, interesting learning media are needed; 8) the results of media analysis show that the media that must be developed is a science learning game oriented toward local Papuan culture; and 9) the results of the cost analysis show that making science learning games is still affordable for researchers, so that development can be carried out. Design Science learning games oriented to local culture are designed by referring to the curriculum used by the school. After learning the school curriculum, researchers analyze the syllabus and lesson implementation plans available to determine basic competencies and learning topics. The basic competencies developed through this development research are basic competencies 3.7, namely, describing the relationships between natural resources and the environment, technology, and society. The material included in the game is oriented to 3 elements of Papuan local culture, namely, local knowledge systems, living equipment and technology systems, and art. The local knowledge system is related to aspects of Papua's natural resources, including sea, forest, river/lake, and mining products. These natural resources are endemic to plants and animals in Papua. Furthermore, the living equipment system and technology of the Papuan people are related to productive tools or livelihoods such as arrows, Noken, typical foods such as papedas, traditional clothing such as Koteka and tassel skirts, and traditional Papuan shelters/housing called Honai. The art system integrated in science learning includes tifa musical instruments, tassel skirts, and Cassowary crowns. At this stage, researchers make storyboard games by dividing learning materials into 4 game menus, namely, guessing SDA, playing puzzles, playing booms, and playing boxes. Development In this stage, an outline of the content of the learning media/games is developed. The material developed in the storyboard game is oriented to 3 elements of local Papuan culture so that it is closely related to students' daily lives. In this stage, the game is developed using the unity3d application to be played using a smartphone device. The results of the development of science learning games oriented to local Papuan culture for elementary school students are as follows: Figure 1 shows the main view of the game that was developed. The background of the game is in the form of hills and trees that grow around it, and there is writing science learning games oriented to local Papuan culture. This main display is also accompanied by music that appeals to students. After the main display of the game, the game menu will appear, as shown in Fig. 2 . The game consists of 4 game menus, namely, Tebak SDA, Bermain puzzle, Bermain Boom, and Bermain Box. The display of the game menu "Tebak SDA" is shown in Fig. 3 . Students can choose one of the answers according to the question that arises. This is continued until the "Tebak SDA" game menu is finished. Furthermore, the display of the game menu "Bermain Puzzle" can be seen in Fig. 4 . In this puzzle game, students are asked to play the game by rearranging the puzzle pieces into a whole shape, as in the picture on the right. The next game menu is "Bermain Boom". The menu display of this game is shown in Fig. 5 . In this boom game, students are asked to suppress all natural resources and natural damage that appears over time, accelerate, and try not to press the boom. Next is the "Bermain Box" game menu. The appearance of this game menu can be seen in Fig. 6 . In this game, students are asked to enter the elements forming the objects displayed in the game. Implementation Before implementing the development results, researchers first conduct expert judgment to material experts, instructional design, and media so that the learning game is deemed suitable for use in learning. The results of the expert assessments of the learning games developed can be seen in Table 2 . Table 1 Average Results of Expert Evaluation No Expert Assessment Results 1 Material 4.10 2 Learning Design 3.79 3 Media 3.92 Average 3.94 Based on the data in Table 1 , the average value of expert evaluation was 3.94, indicating good results. Thus, science learning games oriented toward local Papuan culture are worth using. In addition to expert evaluations, the researchers also conducted one-on-one evaluations with 3 students, small group evaluations, and field trials. The provision of categories in the three evaluation results refers to the basis of Widyoko’s (2019) evaluation, which is modified according to the needs of researchers. The basis for the evaluation is as follows: Table 2 Average score assessment criteria Average Score Classification > 3.4 Excellent > 2.6–3.4 Good > 1.8–2.6 Less < 1.8 Very Lacking The results of the one-to-one evaluation with 3 students can be seen in Table 3 . Table 3 One-to-One Evaluation Results with Students Learners Initials Score Elm 3.53 Elf 2.63 Jav 3 Average 3.05 Based on the results of the one-on-one evaluation with 3 students in Table 3 , an average one-to-one evaluation result of 3.05 was obtained, so it was concluded that science learning games oriented to local Papuan culture were in the good category. Furthermore, a small group evaluation was carried out with 8 students, the results of which can be seen in Table 4 . Table 4 Small Group Evaluation Results Learners Initials Score Anc 2.84 Cal 3.63 Hei 3.58 Nur 3.31 Gle 3.42 Pas 3.37 Deb 3.63 Els 3.68 Average 3.43 Based on the results of the data processing carried out, the average evaluation result of the small group was 3.43, so it was concluded that the science learning game oriented to local Papuan culture was in the very good category. The next stage, carried out after the evaluation of the small group, is a field trial. This trial was carried out on 15 students by applying science learning games oriented to local Papuan culture. Before this field trial, students were first given a pretest to determine the results of their science learning before using science learning games oriented to local Papuan culture. Furthermore, after learning is complete, students are given posttests and questionnaires as a form of evaluation of the learning game they have just used. The results of the field trial evaluation are as follows: Table 5 Field Trial Evaluation Results Learners Initials Score Ard 3.68 Des 3.68 Fas 3.68 Hct 3.68 Iml 3.63 Kar 3.63 Kfs 3.74 Mra 3.69 Mna 3.58 Mhr 3.63 Nbr 3.47 Srk 3.79 Sqj 3.21 Wtr 3.37 Wcp 3.69 Average 3.61 Based on the results of the data processing, an average field trial evaluation result of 3.61 was obtained, so it was concluded that the application of the game-based science learning model to local Papuan culture and product assessment was in the very good category. Evaluation In the last stage of developing this Papuan local culture-oriented science learning game, an evaluation or revision was carried out on the results of expert evaluation, one-to-one evaluation, small group evaluation, and field trial evaluation to produce the final product. The effectiveness of the local culture-oriented science learning game was tested using a t test against the pretest and posttest results. The results of the t test can be seen in Table 6 . Table 6 T Test Results of the Effectiveness of Science Learning Games Oriented to Local Papuan Culture Mean Std. Dev df Sig. (2-tailed) Pair 1 Pre Test - Post Test -33.00000 7.74597 14 .000 The results of the t test presented in Table 6 show that the Sig. (2-tailed) or the p value of the paired t test is 0.000 < 0.05 (with a confidence level of 95%), so there is a significant difference between science learning outcomes in the pretest and posttest data. The mean value of -33.00000 is negative, which means that there is a tendency to increase the posttest score after treatment. For the average increase of 33, it can be concluded that science learning games oriented toward local Papuan culture are effective in improving science learning outcomes for Grade IV elementary school students. Discussion Research on the development of science learning games oriented toward local Papuan culture for elementary school students was carried out using the development model from Lee & Owen. The steps of such a model consist of 1) assessment/analysis consisting of needs analysis and initial and final capability analysis; 2) design; 3) development; 4) implementation; and 5) evaluation. Researchers used Lee and Owen's model to develop science learning games oriented toward local Papuan culture by considering the suitability of the model with the product to be developed. This is in line with (Akbar, 2016 ), who stated that the Lee & Owen model is specifically used to develop educational products in multimedia form. In developing this science learning game oriented to local Papuan culture, of course, attention should be given to factors that can have an impact on the science learning climate. These factors include 1) internal teacher enthusiasm and overall student development efforts; 2) the social aspect of teaching; 3) relationships with authority; and 4) the existence of and adherence to the rules (Grecmanová et al., 2020 ). This science learning game oriented toward local Papuan culture was developed based on needs analysis based on various theories and by paying attention to methodological aspects. The development of learning games in this study was supported by (Rusmono et al., 2020), who suggested that digital media is effective in improving learning outcomes. This finding is corroborated (Carson et al., 2018 ) through the results of his research that digital media is effective in improving student learning outcomes and skills. To test the feasibility of the product, expert evaluations are carried out with experts in material, learning design, and media; one-on-one evaluations with students; small group evaluations; and field trials. The overall evaluation results indicate that science learning games oriented toward local Papuan culture are worth using. Furthermore, to test the effectiveness of the resulting game, a t test is performed. The t test results show that the Sig. (2-tailed) is 0.000 < 0.05, and there is a significant difference between the results of learning science in the pretest and posttest data. Thus, it can be concluded that science learning games oriented toward local Papuan culture are effectively used in learning. This finding is in accordance with the results of research conducted by (Cotič et al., 2020 ), which suggested that the Mobile Natural Science Learning (MNSL) model is effective for educating students and achieving good learning outcomes. The MNSL model has a positive effect on student achievement in science learning. Similarly, (Partovi &; Razavi, 2019) proposed that computer educational games have an impact on the academic achievement of elementary school students. In addition to science learning outcomes, the use of game-based learning oriented to local Papuan culture also motivates students to learn. (Sung & Hwang, 2013 ) found that collaborative game-based learning approaches can improve student achievement, learning attitudes and motivation, and self-efficacy. The above findings show that the use of game-based learning models in learning not only improves the cognitive aspects of students but can also improve affective aspects and skills. This is in accordance with the findings of (Pratama &; Setyaningrum, 2018), who suggested that participation in game-based learning has a positive effect on students’ cognitive and affective aspects. (Hwang et al., 2013 ) reinforced computer games to improve not only students' learning attitudes but also their learning achievement. The use of games in science learning is also an effort to habituate students to using technology. This is in accordance with the findings (Rakimahwati & Ardi, 2019 ) that interactive games can improve students' digital literacy skills. Moreover, (Huang et al., 2020 ) proposed that collaborative learning approaches are more effective than personalized learning for mobile learning. The presence of learning media such as educational games can also guide students in independent learning (Bada & Olusegun, 2015 ). Science learning games oriented toward local Papuan culture that have been developed certainly have strengths and weaknesses. Its strengths are as follows: 1) the learning games developed facilitate student engagement/activeness in learning; 2) the learning games used are interesting and interactive; 3) the material contained in the learning game is oriented to elements of local Papuan culture so that it is close to the student's environment; 4) the game's navigation buttons are adjusted to the abilities of Grade IV elementary school students in Abepura District, making it easier to explore the game; 5) a smartphone device with standard specifications can be used to run the game; and 6) learning games can be operated properly. offline. The above advantages are in accordance with the findings (Chen et al., 2019 ) That said, quiz-based interactive game play becomes an innovative and fun resource for students to learn. Students are highly interactive and have the convenience of learning to use smartphones. In another section, (Fitriyana et al., 2020 ) suggested that blended learning and the use of Android-based games can increase students’ success in learning and self-efficacy. For students who have high anxiety, digital game-based learning is also very beneficial for improving their learning performance (Yang et al., 2018 ). The results of this research have the following implications: 1) The results of research and development can benefit the development of science. The presence of science learning games oriented toward local Papuan culture is a new reference for teachers to be able to develop the learning process carried out for Grade IV elementary school students. 2) The feasibility of science learning games oriented toward local Papuan culture has a positive impact on science learning for Grade IV elementary school students because this game can provide real and fun experiences for students. 3) The effectiveness of local Papuan culture-oriented science learning games for elementary school students is the foundation for every teacher to be able to solve science learning problems in their respective schools through efforts to improve science learning outcomes, especially for Grade IV elementary school students. CONCLUSION Based on the results of the research and discussion, it can be concluded that 1) research and development were carried out using the Lee & Owen model, which produced a science learning game oriented toward local Papuan culture for Grade IV elementary school students; 2) the science learning game oriented toward local Papuan culture developed was deemed suitable for use in learning; and 3) science learning games oriented toward local Papuan culture were effective in improving the learning outcomes of Grade IV elementary school students. This research shows that the use of games as a learning tool is effective in teaching natural science through an approach based on local wisdom. Games can motivate students to learn and increase their understanding of their natural surroundings. This research underscores the importance of incorporating elements of local wisdom and culture in natural science learning. This can help students develop respect for their traditions and environment. Cultural adventure games can increase student engagement in learning. Students tend to be more active and participate with enthusiasm in game-centered learning. This research shows that a local wisdom-based approach can help students understand natural science holistically. They not only learn facts but also incorporate cultural and environmental aspects in their understanding. The results showed a positive impact on students' understanding and knowledge of the natural sciences. Game-based learning and local wisdom can improve the quality of education in the field of natural sciences. Declarations Statement of Ethics Approval: This is to certify that the study titled "Cultural Adventure Games: Exploring Natural Science through Local Wisdom," conducted by Sirjon, Yansen Alberth Reba, and M Zaenul Muttaqin, has been reviewed and approved by the ethics committee of SD Negeri 1 Abepura, under the supervision of the Head of School, Effy Usulina Hamadi, S.Pd. The approval encompasses all phases of the research, from initiation to conclusion, and includes informed consent from all participants. For further reference, the ethics approval is documented in the letter issued on May 30, 2023, by the Head of SD Negeri 1 Abepura, Kota Jayapura, Papua. Author Contribution Author Contribution StatementSirjon (1), Yansen Alberth Reba (2), M Zaenul Muttaqin (3), and Yovian Yustiko Prasetya (4) contributed to this research with the following roles:(1): Developed the research concept and design, and contributed to data analysis.(2): Collected field data and conducted experiments.(3): Wrote the main manuscript text and structured the theoretical framework.(4): Prepared figures and graphics, and assisted in the interpretation of results and also acted as the corresponding author.All authors reviewed and approved the final manuscript before submission. References Adler, I., & Karam, C. (2024). 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How can digital educational games be used to improve engagement with mathematics in the classroom? University of Northumbria at Newcastle (United Kingdom). Duruk, Ü., Kocabük, A., & Cavus, E. (2022). Students’ Nature of Science Understandings: A Phenomenological Study . https://doi.org/10.31219/osf.io/6udqt Favilla, S., Tandori, E., & Marshall, J. (2024). Inclusive multisensory science and immunology books for blind, low‐vision and diverse needs audiences. Immunology and Cell Biology . Fitriyana, N., Wiyarsi, A., Ikhsan, J., & Sugiyarto, K. H. (2020). Android-Based-Game and Blended Learning in Chemistry: Effect on Students’ Self-Efficacy and Achievement. Jurnal Cakrawala Pendidikan , 39 (3), 507–521. https://doi.org/10.21831/cp.v39i3.28335 Frazer, M., Seims, A., Tatterton, M. J., Lockyer, B., Bingham, D., Barber, S., Daly Smith, A., & Hall, J. (2023). Child and family experiences of a whole-systems approach to physical activity in a multiethnic UK city: a citizen science evaluation protocol. BMJ Open , 13 (2), e069334. Golumbic, Y., Dalyot, K., David, Y. B.-B., & Keller, M. (2022). Establishing an Everyday Scientific Reasoning Scale to Learn How Non-Scientists Reason With Science. In Public Understanding of Science . https://doi.org/10.1177/09636625221098539 Gray, L. E., & Dunn, S. D. (2024). Incorporating the Human Element in Online Teaching and Learning . IGI Global. Grecmanová, H., Gonda, D., Urbanovská, E., & Cabanová, V. (2020). Factors Influencing the Creation of a Positive Climate in Natural Science Lessons from the Perspective of Pupils. Eurasia Journal of Mathematics, Science and Technology Education , 16 (8), em1869. https://doi.org/10.29333/EJMSTE/8301 Henita, N., Erita, Y., Nadia, N. D. O., & Rahmi, Y. (2023). The Effect of the Steam Approach on Student Social Science Learning Outcomes in Elementary School. In Journal of Digital Learning and Distance Education . https://doi.org/10.56778/jdlde.v1i9.52 Huang, P. Sen, Chiu, P. S., Huang, Y. M., Zhong, H. X., & Lai, C. F. (2020). Cooperative Mobile Learning for the Investigation of Natural Science Courses in Elementary Schools. Sustainability 2020, Vol. 12, Page 6606 , 12 (16), 6606. https://doi.org/10.3390/SU12166606 Hwang, G. J., Sung, H. Y., Hung, C. M., Yang, L. H., & Huang, I. (2013). A knowledge engineering approach to developing educational computer games for improving students’ differentiating knowledge. British Journal of Educational Technology , 44 (2), 183–196. https://doi.org/10.1111/J.1467-8535.2012.01285.X Karaaslan, E. H. (2022). Chemistry Teachers’ Level of Scientific Explanation About Change of State and Their Beliefs About Scientific Explanation. In Journal of Science Learning . https://doi.org/10.17509/jsl.v5i3.43141 Lee, W. W., & Owens, D. L. (2004). Multimedia-based instructional design: computer-based training, web-based training, distance broadcast training, performance-based solutions . John Wiley & Sons. Nasution, W. H. R., & Nasution, A. S. (2021). Quizizz: Science Learning Media in Elementary School in Developing Critical Thinking Skills. In Journal of Science Education Research . https://doi.org/10.21831/jser.v5i1.38592 Özdemir, E. (2022). Animated Concept Cartoons as a Starter for Cognitive Conflict in Online Science Learning: A Case of Circular Motion. In Journal of Science Learning . https://doi.org/10.17509/jsl.v5i2.41191 Partovi, T., & Razavi, M. R. (2019). The effect of game-based learning on academic achievement motivation of elementary school students. Learning and Motivation , 68 (101592), 1–9. https://doi.org/10.1016/J.LMOT.2019.101592 Pratama, L. D., & Setyaningrum, W. (2018). Game-Based Learning: The effects on student cognitive and affective aspects. Journal of Physics: Conference Series , 1097 (1), 012123. https://doi.org/10.1088/1742-6596/1097/1/012123 Pujawan, I. G. N., Rediani, N. N., Antara, I. G. W. S., Putri, N. N. C. A., & Bayu, G. W. (2022). Revised Bloom Taxonomy-Oriented Learning Activities to Develop Scientific Literacy and Creative Thinking Skills. In Jurnal Pendidikan Ipa Indonesia . https://doi.org/10.15294/jpii.v11i1.34628 Rahmatika, R., Amin, M., Al-Muhdhar, M. H. I., & Suwono, H. (2022). Scientific Literacy Refinement at Islamic Junior High Schools Using Socio-Science Spirituality Learning Model. In Jpbi (Jurnal Pendidikan Biologi Indonesia) . https://doi.org/10.22219/jpbi.v8i1.18989 Rakimahwati, R., & Ardi, Z. (2019). An alternative Strategy for Increasing Indonesian Student Digital Literacy Skills through Interactive Game. International Conference Computer Science and Engineering , 1339 (012122), 1–7. https://doi.org/10.1088/1742-6596/1339/1/012122 Rosmiati, I., Agustina, N. S., Maulana, Y., & Widodo, A. (2022). Analysis of the nature of science in the “merdeka” curriculum and elementary science books and their comparison between countries. Jurnal Penelitian Pendidikan IPA , 8 (3), 1618–1626. Rusmono, Jarudin, & Khuzaimah, P. I. (2020). Development of Digital Instruction as a Guide in Wushu Training. Universal Journal of Educational Research , 8 (3A), 6–11. https://doi.org/10.13189/UJER.2020.081402 Safrizal, S., & Yulia, R. (2022). Supporting Components of Behavior Science Literacy for Elementary Students in Adiwiyata’s School . https://doi.org/10.4108/eai.3-11-2021.2314826 Setiaji, B., Santoso, P. H., Aziz, K. N., Retnawati, H., & Khairudin, M. (2023). Using multilevel modeling to evaluate science literacy and technology course of the Indonesian nonscience students. ArXiv Preprint ArXiv:2304.06782 . Sukardjo, M., & Solihatin, E. (2023). Development of a Game-Based Science Learning Model Oriented to Papuan Local Culture for Grade IV Elementary School Students. JTP-Jurnal Teknologi Pendidikan , 25 (3), 371–385. Sung, H. Y., & Hwang, G. J. (2013). A collaborative game-based learning approach to improving students’ learning performance in science courses. Computers & Education , 63 , 43–51. https://doi.org/10.1016/J.COMPEDU.2012.11.019 Urquhart, J. P., Olson, D. B., & Babcock, E. A. (2023). Generalized Additive Models for Categorical Count Data: An Exploration of the Decline of Queen Triggerfish Balistes Vetula In the Bahamas and Turks and Caicos. In Fisheries Management and Ecology . https://doi.org/10.1111/fme.12617 Utami, K., Akhyar, M., & Sudiyanto, S. (2023). Potential implementation of android-based interactive multimedia for student learning activities. Al-Ishlah: Jurnal Pendidikan , 15 (1), 507–518. Ván, P. (2023). Toward a universal theory of stable evolution. Philosophical Transactions of the Royal Society A , 381 (2252), 20220276. Wahyudiati, D., & Qurniati, D. (2023). Ethnochemistry: Exploring the potential of sasak and javanese local wisdom as a source of chemistry learning to improve the learning outcomes of preservice teachers. Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) , 11 (1), 12–24. Wibowo, A. (2022). Changing the Concept of Prospective Primary Education Teachers Through Ethnoscience-Based Critical Thinking. In Al Ibtida Jurnal Pendidikan Guru Mi . https://doi.org/10.24235/al.ibtida.snj.v9i2.10273 Yang, J. C., Lin, M. Y. D., & Chen, S. Y. (2018). Effects of anxiety levels on learning performance and gaming performance in digital game-based learning. Journal of Computer Assisted Learning , 34 (3), 1–11. https://doi.org/10.1111/JCAL.12245 Additional Declarations No competing interests reported. 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09:55:43","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":202738,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003eGame Main Menu Display\u003c/strong\u003e\u003c/p\u003e","description":"","filename":"2.png","url":"https://assets-eu.researchsquare.com/files/rs-4466321/v1/7ca32939ac2288c3ebfb1125.png"},{"id":57905788,"identity":"e629356a-1327-4730-ba0d-d54318371d8f","added_by":"auto","created_at":"2024-06-07 09:47:43","extension":"png","order_by":3,"title":"Figure 3","display":"","copyAsset":false,"role":"figure","size":188373,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003e\"Tebak SDA\" Game Menu Display\u003c/strong\u003e\u003c/p\u003e","description":"","filename":"3.png","url":"https://assets-eu.researchsquare.com/files/rs-4466321/v1/094af4416757167eaac2dcaf.png"},{"id":57906521,"identity":"35afbdfb-2439-4b2e-8ec1-579e27badab7","added_by":"auto","created_at":"2024-06-07 09:55:43","extension":"png","order_by":4,"title":"Figure 4","display":"","copyAsset":false,"role":"figure","size":139031,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003e\"Bermain Puzzle\" Game Menu Display\u003c/strong\u003e\u003c/p\u003e","description":"","filename":"4.png","url":"https://assets-eu.researchsquare.com/files/rs-4466321/v1/0f8b0d0480ddee3be01c4f8e.png"},{"id":57905793,"identity":"e186ef48-e404-4625-8c4c-ceeccc7bcffc","added_by":"auto","created_at":"2024-06-07 09:47:44","extension":"png","order_by":5,"title":"Figure 5","display":"","copyAsset":false,"role":"figure","size":182547,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003e\"Bermain Boom\" Game Menu Display\u003c/strong\u003e\u003c/p\u003e","description":"","filename":"5.png","url":"https://assets-eu.researchsquare.com/files/rs-4466321/v1/c128e0d83f30305ed97e3252.png"},{"id":57905792,"identity":"03f93664-f24f-491d-bb20-16ffba9daa03","added_by":"auto","created_at":"2024-06-07 09:47:44","extension":"png","order_by":6,"title":"Figure 6","display":"","copyAsset":false,"role":"figure","size":155988,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003eGame Menu Display \"Bermain Box\"\u003c/strong\u003e\u003c/p\u003e","description":"","filename":"6.png","url":"https://assets-eu.researchsquare.com/files/rs-4466321/v1/a372598592c580a498caeb64.png"},{"id":67029123,"identity":"f1921fc2-1810-417d-b435-1bb27554f06b","added_by":"auto","created_at":"2024-10-19 19:01:25","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1686669,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-4466321/v1/03c78f91-8bb6-47c5-9558-1b40e50b6824.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Cultural adventure games: exploring natural science through local wisdom","fulltext":[{"header":"Introduction","content":"\u003cp\u003eOne of the subjects given to elementary school students in Indonesia is natural science. Natural science or science is defined literally as the study of natural phenomena. (Favilla et al., 2024), positing that science is an approach to contemplating and understanding the world that surrounds us. (Frazer et al., 2023) suggested that science is a method or procedure used to see the world around us to find potential answers to our questions. The following opinion is expressed by (Ván, 2023): natural science is a methodical investigation of nature. In line with the above opinion, (Setiaji et al., 2023) suggests that natural science is a science that examines all events that occur in nature, including living things and inanimate objects. Based on some of the above opinions, it can be concluded that natural science is a branch of knowledge that aims to explore, analyze, and understand all events that occur in nature to provide potential answers to questions that arise.\u003c/p\u003e\n\u003cp\u003eWhile there have been previous studies developing educational games, this research stands out due to the integration of local Papuan cultural elements into the learning game. This approach is an innovative step toward providing a more engaging and contextualized learning experience for students while introducing and maintaining Papuan cultural heritage. Previous research may have focused on the development of educational games without considering aspects of local culture, so this research makes a novel contribution to the field of science learning. The integration of local culture, such as Papuan knowledge systems, life tools, technology and art, is significant, as it allows students to understand science in a context closer to their daily lives. Considering the need for more engaging and culturally relevant learning media for students, this research is expected to inspire further development in education that focuses on preserving local culture. In addition, this research also aims to improve students' learning outcomes, particularly in terms of describing the relationships among natural resources, the environment, technology, and society effectively and efficiently, thus having a positive impact on education in the region.\u003c/p\u003e"},{"header":"Literature Review","content":"\u003cp\u003eLearning science in elementary school is very important because students' initial knowledge greatly influences their interest and tendency to learn science at a higher level (Rosmiati et al., \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Science learning should encourage the development of students' skills and their capacity to build their own concepts. As a means for students to understand science more contextually and apply it in everyday life, science learning is also expected to be the main foundation of education (Urquhart et al., \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Science learning in elementary schools places a strong emphasis on using hands-on experience through the development of scientific processes and mindsets (Henita et al., \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Scientific literacy plays a crucial role in enabling students to recognize, understand, explain, and apply scientific concepts in their everyday lives (Pujawan et al., \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Understanding scientific concepts and core ideas is fundamental for scientific inquiry and research, allowing individuals to reason with science in various aspects of their daily routines (Golumbic et al., \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Moreover, integrating scientific knowledge with everyday experiences can bridge the gap between school science and lived experiences, making science more relevant and accessible to students (Adler \u0026amp; Karam, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2024\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eTeachers' ability to provide effective scientific explanations is essential for students to grasp scientific concepts related to daily life (Karaaslan, \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). By enhancing scientific literacy, learners can analyze and explain scientific phenomena, thereby solving real-life problems more effectively (Rahmatika et al., \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). The development of scientific literacy behavior among students is seen as a solution for enhancing their understanding and application of scientific concepts in everyday problem-solving scenarios (Safrizal \u0026amp; Yulia, \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eFurthermore, discussions and scientific arguments can stimulate critical thinking about phenomena in the environment, including cultural aspects and community habits, thereby enriching students' understanding of science in the context of their daily lives (Wibowo, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). New scientific concepts often challenge learners' existing schemas based on personal experiences, highlighting the importance of connecting formal science education with individuals' daily life experiences (\u0026Ouml;zdemir, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). In conclusion, the integration of scientific ideas and concepts into everyday life is essential for enhancing scientific literacy, problem-solving skills, and critical thinking among students. By linking scientific knowledge with real-world experiences, individuals can better appreciate the relevance and applicability of science in their daily routines.\u003c/p\u003e \u003cp\u003eThese references offer valuable insights into different aspects related to science learning objectives in elementary schools. (Duruk et al., \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) focused on students' understanding of the nature of science, aligning with the goal of enhancing students' comprehension of the natural world. (Androsov \u0026amp; Zhang, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) discuss the role of students as cocreators in culturally responsive teaching, which can aid in fostering a scientific mindset, problem-solving skills, and belief in the Creator. Agasi \u0026amp; Desyandri, (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) presented integrated thematic teaching materials to help develop students' science process skills. Additionally, Choirunnisa et al., (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) highlight the creation of teaching materials based on Islamic values to improve students' grasp of mathematical concepts, thereby supporting the acquisition of fundamental knowledge for future education.\u003c/p\u003e \u003cp\u003eEducational games play a significant role in enhancing science learning outcomes for elementary school students. Besalti \u0026amp; Smith (\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) emphasize that educational games are designed to foster active and enjoyable interactions between students and the learning material, thereby promoting effective learning. These games are instrumental in boosting student motivation and engagement and creating a fun learning environment (Dele-Ajayi, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). The various benefits of using learning games for children, such as developing problem-solving skills and motor abilities and fostering positive relationships between children and parents, are highlighted(Cankaya et al., \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Integrating digital game-based learning into science education has been shown to be particularly effective in enhancing student learning outcomes (Gray \u0026amp; Dunn, \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). This approach not only connects the learning process with new technologies but also improves visual technology utilization in science education, leading to more successful learning experiences (Utami et al., \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Furthermore, (Nasution \u0026amp; Nasution, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) stress the importance of critical thinking skills in science learning and how various approaches, including educational games such as Quizizz, can be utilized to achieve learning objectives effectively. In conclusion, the use of educational games in science learning for elementary school students is a powerful tool that not only enhances academic outcomes but also fosters motivation, engagement, and critical thinking skills. By leveraging digital game-based learning and incorporating fun and interactive elements into the curriculum, educators can create a stimulating learning environment that promotes active participation and knowledge retention among students.\u003c/p\u003e \u003cp\u003eThe explanation above shows that the use of media such as educational games is very important for supporting the achievement of learning objectives effectively and efficiently, but based on the results of preliminary research conducted in 3 schools in Abepura District, Jayapura City, the science learning outcomes of Grade IV elementary school students are still low. At SDN Inpres Hedam Abepura, the average number of science learning outcomes in the 2019/2020 school year was 47, that in the 2020/2021 school year was 54, and that in the 2021/2022 school year was 50 from the stipulated KKM, which was 60. Furthermore, at SDN 1 Abepura, there were 55 student learning outcomes for the 2019/2020 school year, 60 for the 2020/2021 school year and 58 for the 2021/2022 school year from the designated KKM, which was 65. For SD Negeri 3 Abepura, 50 student learning outcomes were reported for the 2019/2020 school year, 46 student learning outcomes were reported for the 2020/2021 school year, and 48 student learning outcomes were reported for the 2021/2022 school year. The low results of science learning are caused by the limited use of media, where the media used in schools still uses images printed by teachers themselves with limited/small sizes. Teacher exploration of the use of interesting media and the ability to stimulate student activity in learning is also still limited, and learning content has not been oriented to materials that are close to the student's environment, which causes a lack of student interest and interaction with learning, so student learning outcomes are still low. This shows that it is necessary to develop interesting learning media and can motivate students to learn. The results of other preliminary research show that since the COVID-19 pandemic, students in Abepura District, Jayapura city, have become more interested in technological developments through the use of smartphones. Students tend to play games through smartphones, even though their abilities are still limited to games that are simple (Chadijah et al., \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). This is the basis for the development of science learning games. Furthermore, researchers have integrated local culture into the development of science learning games. The importance of preserving local culture or the value of local wisdom should be considered (Arsal et al., \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). One of the efforts to continue to preserve these local cultural elements is to transmit them to the next generation (students) through education. The integration of local culture into science learning has a positive impact on student development. This is in accordance with opinion Sukardjo \u0026amp; Solihatin (\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) that the development of a student can be supported by social and cultural activities. By organizing students' social interaction experiences in their cultural settings, students' mentality will mature. Thus, researchers conducted this study with the aim of developing a feasible and effective Papuan culture-oriented science learning game.\u003c/p\u003e \u003cp\u003eThis research provides innovation by integrating elements of Papuan local culture, such as local knowledge systems, living equipment systems and technology, and art, into science learning games. The development of learning games that consider local culture is not only an effective way to increase students' interest and participation in learning but also an effort to introduce and maintain cultural values for the younger generation. The integration of local culture into science learning is also expected to positively influence students' development in accordance with Vygotsky's theory on the importance of social and cultural experiences in education (Wahyudiati \u0026amp; Qurniati, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Therefore, this research offers an innovative approach and has the potential to improve the science learning outcomes of Grade IV primary school students, as well as contributing to the preservation and appreciation of local Papuan culture.\u003c/p\u003e"},{"header":"METHOD","content":"\u003cp\u003eThis research uses a qualitative approach with research and development (R\u0026amp;D) methods. The development model used is the Lee \u0026amp; Owens (\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2004\u003c/span\u003e) model, which consists of several steps: 1) assessment/analysis consisting of needs analysis and initial and final capability analysis; 2) design; 3) development; 4) implementation; and 5) evaluation. The Lee \u0026amp; Owen model was used in the development of educational games because it has detailed and appropriate steps for developing learning (multimedia) media. The research was conducted in Abepura District, Jayapura city, and the subjects of the study were Grade IV elementary school students. The following data collection techniques were used in this study: 1) at the needs analysis stage, conducted through interviews and observations; 2) at the product feasibility stage, carried out through expert validation using evaluation sheets and responses; 3) in the one-on-one and small group trial phase, data collection was carried out through observation and response; and 4) in the field trial stage, data collection was carried out through pretest and posttest as well as student responses. Data analysis is carried out qualitatively by systematically describing the development steps carried out and describing the data obtained through interviews, observations, and other materials. Game feasibility analysis was conducted on the average results of expert validity tests, one-on-one trials with students, small group trials and field trials. To test the effectiveness of science learning games oriented toward local Papuan culture, a t test was carried out using SPSS version 20.\u003c/p\u003e \u003cp\u003eBy using the R\u0026amp;D research method and a well-structured qualitative approach, this study can effectively answer the research objectives of developing a science education game oriented toward Papuan local culture and testing its effectiveness in improving the learning outcomes of Grade IV elementary school students. This method allows the research to systematically design, develop and evaluate such educational games to achieve optimal results in accordance with the set objectives.\u003c/p\u003e"},{"header":"FINDINGS AND DISCUSSION","content":"\u003cdiv id=\"Sec4\" class=\"Section2\"\u003e\n \u003ch2\u003eFindings\u003c/h2\u003e\n \u003cdiv id=\"Sec5\" class=\"Section3\"\u003e\n \u003ch2\u003eAnalysis/Assessment\u003c/h2\u003e\n \u003cp\u003eThis stage is divided into 2 stages, namely, needs analysis and initial and final capability analysis. The results of the needs analysis provide an overview of the science learning process that has been carried out, including 1) the use of media is still limited, where the media used in schools still uses images printed by the teacher himself with a limited/small size; 2) teacher exploration of the use of interesting media and can stimulate student activeness in learning is also still limited; and 3) the learning content has not been oriented to material that is close to the student\u0026apos;s environment. In addition, since the COVID-19 pandemic, students in Abepura District, Jayapura city, have become more interested in technological developments through the use of smartphones. Students tend to play games through these smartphones, even though their abilities are still limited to simple games. The results of interviews with teachers and principals provide input for developing science learning games while considering the importance of preserving local culture or the value of local wisdom, so the researcher concluded that the development needs are the development of science learning games oriented toward local Papuan culture for elementary school students.\u003c/p\u003e\n \u003cp\u003eAfter learning about the students\u0026rsquo; development needs, the researchers subsequently conducted an initial and final ability analysis with the following results: 1) the results of the student analysis showed that the science learning outcomes of Grade IV elementary school students were still low because the media used by teachers was less attractive. In addition, students are also less motivated in learning, and their involvement in learning is very limited because teachers dominate learning through the lecture method; 2) the results of technology analysis show that all parents of students already have smartphone devices that students can use in learning; 3) the results of the situation analysis show that the situation and conditions of the school can support the implementation of safe and enjoyable learning for students; 4) the results of the task analysis show that the competencies that students want to achieve through the development of science learning games are related to basic competencies 3.7, namely, describing the relationship between natural resources and the environment, technology, and society; and 5) the results of the analysis of important events show that students already have preliminary knowledge about natural resources in the surrounding environment. This describes the initial competencies possessed by students and competencies that must be developed; 6) the results of the goal analysis produce the formulation of goals as the basis for the competencies to be achieved by students; 7) the results of the problem analysis produce the conclusion that to solve learning problems, interesting learning media are needed; 8) the results of media analysis show that the media that must be developed is a science learning game oriented toward local Papuan culture; and 9) the results of the cost analysis show that making science learning games is still affordable for researchers, so that development can be carried out.\u003c/p\u003e\n \u003c/div\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec6\" class=\"Section2\"\u003e\n \u003ch2\u003eDesign\u003c/h2\u003e\n \u003cp\u003eScience learning games oriented to local culture are designed by referring to the curriculum used by the school. After learning the school curriculum, researchers analyze the syllabus and lesson implementation plans available to determine basic competencies and learning topics. The basic competencies developed through this development research are basic competencies 3.7, namely, describing the relationships between natural resources and the environment, technology, and society. The material included in the game is oriented to 3 elements of Papuan local culture, namely, local knowledge systems, living equipment and technology systems, and art. The local knowledge system is related to aspects of Papua\u0026apos;s natural resources, including sea, forest, river/lake, and mining products. These natural resources are endemic to plants and animals in Papua. Furthermore, the living equipment system and technology of the Papuan people are related to productive tools or livelihoods such as arrows, Noken, typical foods such as papedas, traditional clothing such as Koteka and tassel skirts, and traditional Papuan shelters/housing called Honai. The art system integrated in science learning includes tifa musical instruments, tassel skirts, and Cassowary crowns. At this stage, researchers make storyboard games by dividing learning materials into 4 game menus, namely, guessing SDA, playing puzzles, playing booms, and playing boxes.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec7\" class=\"Section2\"\u003e\n \u003ch2\u003eDevelopment\u003c/h2\u003e\n \u003cp\u003eIn this stage, an outline of the content of the learning media/games is developed. The material developed in the storyboard game is oriented to 3 elements of local Papuan culture so that it is closely related to students\u0026apos; daily lives. In this stage, the game is developed using the unity3d application to be played using a smartphone device. The results of the development of science learning games oriented to local Papuan culture for elementary school students are as follows:\u003c/p\u003e\n \u003cp\u003eFigure \u003cspan class=\"InternalRef\"\u003e1\u003c/span\u003e shows the main view of the game that was developed. The background of the game is in the form of hills and trees that grow around it, and there is writing science learning games oriented to local Papuan culture. This main display is also accompanied by music that appeals to students. After the main display of the game, the game menu will appear, as shown in Fig. \u003cspan class=\"InternalRef\"\u003e2\u003c/span\u003e.\u003c/p\u003e\n \u003cp\u003eThe game consists of 4 game menus, namely, Tebak SDA, Bermain puzzle, Bermain Boom, and Bermain Box. The display of the game menu \u0026quot;Tebak SDA\u0026quot; is shown in Fig. \u003cspan class=\"InternalRef\"\u003e3\u003c/span\u003e.\u003c/p\u003e\n \u003cp\u003eStudents can choose one of the answers according to the question that arises. This is continued until the \u0026quot;Tebak SDA\u0026quot; game menu is finished. Furthermore, the display of the game menu \u0026quot;Bermain Puzzle\u0026quot; can be seen in Fig. \u003cspan class=\"InternalRef\"\u003e4\u003c/span\u003e.\u003c/p\u003e\n \u003cp\u003eIn this puzzle game, students are asked to play the game by rearranging the puzzle pieces into a whole shape, as in the picture on the right. The next game menu is \u0026quot;Bermain Boom\u0026quot;. The menu display of this game is shown in Fig. \u003cspan class=\"InternalRef\"\u003e5\u003c/span\u003e.\u003c/p\u003e\n \u003cp\u003eIn this boom game, students are asked to suppress all natural resources and natural damage that appears over time, accelerate, and try not to press the boom.\u003c/p\u003e\n \u003cp\u003eNext is the \u0026quot;Bermain Box\u0026quot; game menu. The appearance of this game menu can be seen in Fig. \u003cspan class=\"InternalRef\"\u003e6\u003c/span\u003e.\u003c/p\u003e\n \u003cp\u003eIn this game, students are asked to enter the elements forming the objects displayed in the game.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e\n \u003ch2\u003eImplementation\u003c/h2\u003e\n \u003cp\u003eBefore implementing the development results, researchers first conduct expert judgment to material experts, instructional design, and media so that the learning game is deemed suitable for use in learning.\u003c/p\u003e\n \u003cp\u003eThe results of the expert assessments of the learning games developed can be seen in Table \u003cspan class=\"InternalRef\"\u003e2\u003c/span\u003e.\u003c/p\u003e\n \u003cdiv class=\"gridtable\"\u003e\u0026nbsp;\u003ctable id=\"Tab1\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eAverage Results of Expert Evaluation\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eNo\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eExpert\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eAssessment Results\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eMaterial\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4.10\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eLearning Design\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.79\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eMedia\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.92\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003e\u003cstrong\u003eAverage\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.94\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n \u003c/div\u003e\n \u003cdiv class=\"gridtable\"\u003eBased on the data in Table \u003cspan class=\"InternalRef\"\u003e1\u003c/span\u003e, the average value of expert evaluation was 3.94, indicating good results. Thus, science learning games oriented toward local Papuan culture are worth using. In addition to expert evaluations, the researchers also conducted one-on-one evaluations with 3 students, small group evaluations, and field trials. The provision of categories in the three evaluation results refers to the basis of Widyoko\u0026rsquo;s (2019) evaluation, which is modified according to the needs of researchers. The basis for the evaluation is as follows:\u003c/div\u003e\n \u003cdiv class=\"gridtable\"\u003e\u0026nbsp;\u003ctable id=\"Tab3\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eAverage score assessment criteria\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eAverage Score\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eClassification\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026gt;\u0026thinsp;3.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eExcellent\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026gt;\u0026thinsp;2.6\u0026ndash;3.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eGood\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026gt;\u0026thinsp;1.8\u0026ndash;2.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eLess\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026lt;\u0026thinsp;1.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eVery Lacking\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n \u003c/div\u003e\n \u003cp\u003eThe results of the one-to-one evaluation with 3 students can be seen in Table \u003cspan class=\"InternalRef\"\u003e3\u003c/span\u003e.\u003c/p\u003e\n \u003cdiv class=\"gridtable\"\u003e\u0026nbsp;\u0026nbsp;\u003ctable id=\"Tab4\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eOne-to-One Evaluation Results with Students\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eLearners Initials\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eScore\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eElm\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.53\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eElf\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2.63\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eJav\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eAverage\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003e3.05\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n \u003c/div\u003e\n \u003cp\u003eBased on the results of the one-on-one evaluation with 3 students in Table \u003cspan class=\"InternalRef\"\u003e3\u003c/span\u003e, an average one-to-one evaluation result of 3.05 was obtained, so it was concluded that science learning games oriented to local Papuan culture were in the good category.\u003c/p\u003e\n \u003cp\u003eFurthermore, a small group evaluation was carried out with 8 students, the results of which can be seen in Table \u003cspan class=\"InternalRef\"\u003e4\u003c/span\u003e.\u0026nbsp;\u003c/p\u003e\n \u003ctable id=\"Tab5\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eSmall Group Evaluation Results\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eLearners Initials\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eScore\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eAnc\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2.84\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eCal\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.63\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eHei\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.58\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eNur\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.31\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eGle\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.42\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ePas\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.37\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eDeb\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.63\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eEls\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.68\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eAverage\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003e3.43\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n \u003cp\u003e\u003c/p\u003e\n \u003cp\u003eBased on the results of the data processing carried out, the average evaluation result of the small group was 3.43, so it was concluded that the science learning game oriented to local Papuan culture was in the very good category.\u003c/p\u003e\n \u003cp\u003eThe next stage, carried out after the evaluation of the small group, is a field trial. This trial was carried out on 15 students by applying science learning games oriented to local Papuan culture. Before this field trial, students were first given a pretest to determine the results of their science learning before using science learning games oriented to local Papuan culture. Furthermore, after learning is complete, students are given posttests and questionnaires as a form of evaluation of the learning game they have just used. The results of the field trial evaluation are as follows:\u003c/p\u003e\n \u003cdiv class=\"gridtable\"\u003e\u0026nbsp;\u003ctable id=\"Tab6\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eField Trial Evaluation Results\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eLearners Initials\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eScore\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eArd\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.68\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eDes\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.68\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eFas\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.68\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eHct\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.68\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eIml\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.63\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eKar\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.63\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eKfs\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.74\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eMra\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.69\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eMna\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.58\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eMhr\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.63\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eNbr\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.47\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eSrk\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.79\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eSqj\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.21\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eWtr\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.37\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eWcp\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.69\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eAverage\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003e3.61\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n \u003c/div\u003e\n \u003cp\u003eBased on the results of the data processing, an average field trial evaluation result of 3.61 was obtained, so it was concluded that the application of the game-based science learning model to local Papuan culture and product assessment was in the very good category.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec9\" class=\"Section2\"\u003e\n \u003ch2\u003eEvaluation\u003c/h2\u003e\n \u003cp\u003eIn the last stage of developing this Papuan local culture-oriented science learning game, an evaluation or revision was carried out on the results of expert evaluation, one-to-one evaluation, small group evaluation, and field trial evaluation to produce the final product. The effectiveness of the local culture-oriented science learning game was tested using a t test against the pretest and posttest results. The results of the t test can be seen in Table \u003cspan class=\"InternalRef\"\u003e6\u003c/span\u003e.\u003c/p\u003e\n \u003cdiv class=\"gridtable\"\u003e\u0026nbsp;\u003ctable id=\"Tab7\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 6\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eT Test Results of the Effectiveness of Science Learning Games Oriented to Local Papuan Culture\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e\n \u003cth align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eMean\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eStd. Dev\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003edf\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eSig. (2-tailed)\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ePair 1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ePre Test - Post Test\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-33.00000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e7.74597\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e14\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n \u003c/div\u003e\n \u003cp\u003eThe results of the t test presented in Table \u003cspan class=\"InternalRef\"\u003e6\u003c/span\u003e show that the Sig. (2-tailed) or the p value of the paired t test is 0.000\u0026thinsp;\u0026lt;\u0026thinsp;0.05 (with a confidence level of 95%), so there is a significant difference between science learning outcomes in the pretest and posttest data. The mean value of -33.00000 is negative, which means that there is a tendency to increase the posttest score after treatment. For the average increase of 33, it can be concluded that science learning games oriented toward local Papuan culture are effective in improving science learning outcomes for Grade IV elementary school students.\u003c/p\u003e\n\u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eResearch on the development of science learning games oriented toward local Papuan culture for elementary school students was carried out using the development model from Lee \u0026amp; Owen. The steps of such a model consist of 1) assessment/analysis consisting of needs analysis and initial and final capability analysis; 2) design; 3) development; 4) implementation; and 5) evaluation. Researchers used Lee and Owen's model to develop science learning games oriented toward local Papuan culture by considering the suitability of the model with the product to be developed. This is in line with (Akbar, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2016\u003c/span\u003e), who stated that the Lee \u0026amp; Owen model is specifically used to develop educational products in multimedia form. In developing this science learning game oriented to local Papuan culture, of course, attention should be given to factors that can have an impact on the science learning climate. These factors include 1) internal teacher enthusiasm and overall student development efforts; 2) the social aspect of teaching; 3) relationships with authority; and 4) the existence of and adherence to the rules (Grecmanov\u0026aacute; et al., \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThis science learning game oriented toward local Papuan culture was developed based on needs analysis based on various theories and by paying attention to methodological aspects. The development of learning games in this study was supported by (Rusmono et al., 2020), who suggested that digital media is effective in improving learning outcomes. This finding is corroborated (Carson et al., \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) through the results of his research that digital media is effective in improving student learning outcomes and skills.\u003c/p\u003e \u003cp\u003eTo test the feasibility of the product, expert evaluations are carried out with experts in material, learning design, and media; one-on-one evaluations with students; small group evaluations; and field trials. The overall evaluation results indicate that science learning games oriented toward local Papuan culture are worth using.\u003c/p\u003e \u003cp\u003eFurthermore, to test the effectiveness of the resulting game, a t test is performed. The t test results show that the Sig. (2-tailed) is 0.000\u0026thinsp;\u0026lt;\u0026thinsp;0.05, and there is a significant difference between the results of learning science in the pretest and posttest data. Thus, it can be concluded that science learning games oriented toward local Papuan culture are effectively used in learning. This finding is in accordance with the results of research conducted by (Cotič et al., \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), which suggested that the Mobile Natural Science Learning (MNSL) model is effective for educating students and achieving good learning outcomes. The MNSL model has a positive effect on student achievement in science learning. Similarly, (Partovi \u0026amp;; Razavi, 2019) proposed that computer educational games have an impact on the academic achievement of elementary school students. In addition to science learning outcomes, the use of game-based learning oriented to local Papuan culture also motivates students to learn. (Sung \u0026amp; Hwang, \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2013\u003c/span\u003e) found that collaborative game-based learning approaches can improve student achievement, learning attitudes and motivation, and self-efficacy. The above findings show that the use of game-based learning models in learning not only improves the cognitive aspects of students but can also improve affective aspects and skills. This is in accordance with the findings of (Pratama \u0026amp;; Setyaningrum, 2018), who suggested that participation in game-based learning has a positive effect on students\u0026rsquo; cognitive and affective aspects. (Hwang et al., \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2013\u003c/span\u003e) reinforced computer games to improve not only students' learning attitudes but also their learning achievement. The use of games in science learning is also an effort to habituate students to using technology. This is in accordance with the findings (Rakimahwati \u0026amp; Ardi, \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) that interactive games can improve students' digital literacy skills. Moreover, (Huang et al., \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) proposed that collaborative learning approaches are more effective than personalized learning for mobile learning. The presence of learning media such as educational games can also guide students in independent learning (Bada \u0026amp; Olusegun, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2015\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eScience learning games oriented toward local Papuan culture that have been developed certainly have strengths and weaknesses. Its strengths are as follows: 1) the learning games developed facilitate student engagement/activeness in learning; 2) the learning games used are interesting and interactive; 3) the material contained in the learning game is oriented to elements of local Papuan culture so that it is close to the student's environment; 4) the game's navigation buttons are adjusted to the abilities of Grade IV elementary school students in Abepura District, making it easier to explore the game; 5) a smartphone device with standard specifications can be used to run the game; and 6) learning games can be operated properly. offline. The above advantages are in accordance with the findings (Chen et al., \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) That said, quiz-based interactive game play becomes an innovative and fun resource for students to learn. Students are highly interactive and have the convenience of learning to use smartphones. In another section, (Fitriyana et al., \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) suggested that blended learning and the use of Android-based games can increase students\u0026rsquo; success in learning and self-efficacy. For students who have high anxiety, digital game-based learning is also very beneficial for improving their learning performance (Yang et al., \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2018\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe results of this research have the following implications: 1) The results of research and development can benefit the development of science. The presence of science learning games oriented toward local Papuan culture is a new reference for teachers to be able to develop the learning process carried out for Grade IV elementary school students. 2) The feasibility of science learning games oriented toward local Papuan culture has a positive impact on science learning for Grade IV elementary school students because this game can provide real and fun experiences for students. 3) The effectiveness of local Papuan culture-oriented science learning games for elementary school students is the foundation for every teacher to be able to solve science learning problems in their respective schools through efforts to improve science learning outcomes, especially for Grade IV elementary school students.\u003c/p\u003e"},{"header":"CONCLUSION","content":"\u003cp\u003eBased on the results of the research and discussion, it can be concluded that 1) research and development were carried out using the Lee \u0026amp; Owen model, which produced a science learning game oriented toward local Papuan culture for Grade IV elementary school students; 2) the science learning game oriented toward local Papuan culture developed was deemed suitable for use in learning; and 3) science learning games oriented toward local Papuan culture were effective in improving the learning outcomes of Grade IV elementary school students. This research shows that the use of games as a learning tool is effective in teaching natural science through an approach based on local wisdom. Games can motivate students to learn and increase their understanding of their natural surroundings.\u003c/p\u003e \u003cp\u003eThis research underscores the importance of incorporating elements of local wisdom and culture in natural science learning. This can help students develop respect for their traditions and environment. Cultural adventure games can increase student engagement in learning. Students tend to be more active and participate with enthusiasm in game-centered learning. This research shows that a local wisdom-based approach can help students understand natural science holistically. They not only learn facts but also incorporate cultural and environmental aspects in their understanding. The results showed a positive impact on students' understanding and knowledge of the natural sciences. Game-based learning and local wisdom can improve the quality of education in the field of natural sciences.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003eStatement of Ethics Approval:\u003c/p\u003e\n\u003cp\u003eThis is to certify that the study titled \u0026quot;Cultural Adventure Games: Exploring Natural Science through Local Wisdom,\u0026quot; conducted by Sirjon, Yansen Alberth Reba, and M Zaenul Muttaqin, has been reviewed and approved by the ethics committee of SD Negeri 1 Abepura, under the supervision of the Head of School, Effy Usulina Hamadi, S.Pd. The approval encompasses all phases of the research, from initiation to conclusion, and includes informed consent from all participants. For further reference, the ethics approval is documented in the letter issued on May 30, 2023, by the Head of SD Negeri 1 Abepura, Kota Jayapura, Papua.\u003c/p\u003e\n\u003cp\u003eAuthor Contribution\u003c/p\u003e\n\u003cp\u003eAuthor Contribution StatementSirjon (1), Yansen Alberth Reba (2), M Zaenul Muttaqin (3), and Yovian Yustiko Prasetya (4) contributed to this research with the following roles:(1): Developed the research concept and design, and contributed to data analysis.(2): Collected field data and conducted experiments.(3): Wrote the main manuscript text and structured the theoretical framework.(4): Prepared figures and graphics, and assisted in the interpretation of results and also acted as the corresponding author.All authors reviewed and approved the final manuscript before submission.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n \u003cli\u003eAdler, I., \u0026amp; Karam, C. (2024). 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Ethnochemistry: Exploring the potential of sasak and javanese local wisdom as a source of chemistry learning to improve the learning outcomes of preservice teachers. \u003cem\u003eJurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education)\u003c/em\u003e, \u003cem\u003e11\u003c/em\u003e(1), 12\u0026ndash;24.\u003c/li\u003e\n \u003cli\u003eWibowo, A. (2022). Changing the Concept of Prospective Primary Education Teachers Through Ethnoscience-Based Critical Thinking. In \u003cem\u003eAl Ibtida Jurnal Pendidikan Guru Mi\u003c/em\u003e. https://doi.org/10.24235/al.ibtida.snj.v9i2.10273\u003c/li\u003e\n \u003cli\u003eYang, J. C., Lin, M. Y. D., \u0026amp; Chen, S. Y. (2018). Effects of anxiety levels on learning performance and gaming performance in digital game-based learning. \u003cem\u003eJournal of Computer Assisted Learning\u003c/em\u003e, \u003cem\u003e34\u003c/em\u003e(3), 1\u0026ndash;11. https://doi.org/10.1111/JCAL.12245\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Local culture, gaming, natural science.","lastPublishedDoi":"10.21203/rs.3.rs-4466321/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-4466321/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThe purpose of this study is to develop a natural science learning game oriented toward local Papuan culture for grade IV elementary school students that is feasible and effective. This research uses a qualitative approach with research and development (R\u0026amp;D) research methods with the Lee and Owen development model. The results of the formative evaluation showed an average feasibility test of 3.94 for material experts, learning design experts, and media experts, with good conclusions; one-to-one evaluations,with students obtaining an average of 3.05 with good conclusions;small group evaluations, with an average of 3.43 with very good conclusions; and field trial evaluations, withan average score of 3.61 with a very good conclusion. Therefore, it was concluded that the science learning game oriented toward local Papuan culture for Grade IV elementary school students was very good. The effectiveness of science learning game development oriented toward local Papuan culture was tested through t tests. The results show a Sig. (2-tailed) value of 0.000 \u0026lt; 0.05, so there is a significant difference between science learning outcomes in the pretest and posttest data, so it can be concluded that science learning games oriented toward local Papuan culture are effective in improving the learning outcomes of Grade IV elementary school students.\u003c/p\u003e","manuscriptTitle":"Cultural adventure games: exploring natural science through local wisdom","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-06-07 09:47:39","doi":"10.21203/rs.3.rs-4466321/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"f28fed66-7748-462a-a3d4-fddff7e44488","owner":[],"postedDate":"June 7th, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2024-10-19T18:53:18+00:00","versionOfRecord":[],"versionCreatedAt":"2024-06-07 09:47:39","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-4466321","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-4466321","identity":"rs-4466321","version":["v1"]},"buildId":"qtupq5eGEP_6zYnWcrvyt","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}