Problem-based learning with a digital snake-and-ladder game to improve students' learning motivation and activity in biology learning

Abstract

This classroom action research aimed to improve students' learning motivation and activity in biology learning through the implementation of Problem-Based Learning (PBL) assisted by a digital snake-and-ladder game on the premise that a digital game can strengthen PBL's problem-solving stages by increasing engagement, immediate feedback, and structured participation. The study was conducted in two cycles involving 35 eleventh-grade students (Phase F.5) at SMA Negeri 12 Padang on the Coordination System topic. Data were collected using a 24-item Likert-scale learning motivation questionnaire and a structured, inter-rater 37-item learning activity observation sheet, and were analyzed descriptively using a percentage formula against a pre-established ≥80% success criterion adapted from Purwanto's (2009) categorization. The results showed that learning motivation increased from 66.24% in the Pre-Cycle to 77.14% in Cycle I and 81.14% in Cycle II. Meanwhile, learning activity increased from 65.91% to 75.87% and 83.17%, respectively, exceeding the success criterion of ≥80%. These findings indicate that PBL assisted by a digital snake-and-ladder game has strong potential to improve students' learning motivation and activity in biology learning, although, as with any classroom action research conducted without a control group, this evidence should be read as improvement within the specific classroom context rather than a definitive causal effect.