EFFECTS OF GAME-BASED LEARNING TO ENHANCE ELEMENTARY SCHOOL STUDENTS’ EMPATHY

Abstract

The purposes of this research were 1) to compare students' empathy before and after using game-based learning. 2) to compare students' empathy between students who using game-based learning and students who have normal learning. The sample group consisted of 31 students in Grade 4/9 and the control group consisted of 30 students in Grade 4/10. The sample was selected by purposive sampling.

The tools used in the research were 1) social studies lesson plan with game-based learning, 2) normal social studies lesson plan, 3) empathy test for students, 4) empathy observation form and 5) students interview form. The researcher collects data and performs data analysis by calculating basic statistics including the arithmetic mean, standard deviation and compare students' empathy by using t-test analysis statistics.

The results of the research revealed that 1) students in the experimental group had higher mean score of empathy after using game-based learning (𝑥̅=36.55) than before learning (𝑥̅=32.90) with statistical significance at the .05 level (p=.017) 2) after using game-based learning, students in the experimental group had higher mean score of empathy (𝑥̅=36.55) than students in the control group (𝑥̅=33.47), not statistically significant at the .05 level (t=1.361, p=.179).