Integrating Interactive Game-Based Learning into PBL: Effects on Students' Analytical Thinking and Engagement

Abstract

This study aims to investigate the effect of integrating Blooket into Problem-Based Learning (PBL) on students’ analytical-thinking abilities in environmental change learning. Environmental issues require students to develop scientific reasoning skills, including analyzing evidence, identifying causal relationships, and evaluating solutions, yet Indonesian students continue to demonstrate challenges in applying scientific knowledge to real-world contexts. Classroom observations at Senior High School indicated difficulties among Grade 10 students in organizing information, connecting concepts, and solving environmental problems analytically. This study employed a quantitative quasi-experimental method using a nonequivalent control-group pretest-posttest design involving 78 Grade 10 students. Data were collected through analytical-thinking tests, implementation observations, and student-response questionnaires, and analyzed using descriptive statistics, N-Gain analysis, and an independent-samples t-test. The findings revealed that both learning conditions improved students’ analytical thinking, but the Blooket-supported PBL group achieved higher gains (N-Gain = 70.12%) than the PBL-only group (34.16%). Statistical testing confirmed a significant difference between groups (t = 9.612, p = .001). Students also demonstrated very strong acceptance of Blooket-supported PBL, particularly regarding environmental learning and analytical-thinking development. These findings imply that digital game-based support can strengthen PBL effectiveness when integrated purposefully as a feedback and reinforcement mechanism. Future research should examine longer interventions and diverse learning contexts to determine the sustainability of these effects.