Understanding Students’ Perceptions of Gamified Science Learning: A Descriptive Analysis of Teams Games Tournament in Environmental Pollution Education
DOI:
https://doi.org/10.30736/reforma.v16i2.1502Keywords:
Teams Games Tournament, Student Perceptions, Cooperative Learning, Game-Based Learning, Environmental Pollution.Abstract
Students’ perceptions provide important insights into how cooperative game-based learning is experienced in science classrooms; however, descriptive evidence concerning these perceptions in environmental pollution education remains limited, particularly in Indonesian junior high schools. This study examined Grade VII students’ perceptions of science learning through the Teams Games Tournament (TGT) model, focusing on instructional attractiveness, group participation, game-based activities, perceived ease of assessment tasks, and the relevance of learning content to everyday life. A descriptive quantitative survey with a cross-sectional, post-instruction design was conducted involving 120 students from four Grade VII classes at SMP Negeri 1 Turi, Lamongan, during the second semester of the 2021/2022 academic year. Data were collected using a ten-item questionnaire with a five-point Likert scale and analysed using descriptive statistics. Expert evaluation indicated that the questionnaire achieved a validity score of 91.13%, categorized as highly valid. The findings revealed generally positive student perceptions of TGT-based science learning. The highest proportion of agreement (74.17%) was observed for the statement concerning the attractiveness of group work and game activities, followed by the perceived relevance of environmental pollution content to everyday life (70.00%). These findings suggest that students particularly appreciated the interactive and contextual features of TGT-based instruction. This study contributes descriptive evidence of students’ perceptions that can inform the design of cooperative and game-based science learning. Nevertheless, the findings should be interpreted as self-reported perceptions rather than evidence of improvements in learning outcomes, student engagement, or environmental behaviour.
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Copyright (c) 2026 Desi Zulfa Eka Cahayati, Indri Susanti, Silvi Rosiva Rosdiana
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
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