Improving Reasoning Skills in Primary School Students: An Experimental Study on 2D Game Development with Scratch
DOI:
https://doi.org/10.23917/ieltech.v1i1.16524Keywords:
reasoning skills, Scratch, visual programming, project-based learning, 2D game development, elementary education, quasi-experimentalAbstract
Reasoning ability is a fundamental skill for problem-solving and decision-making, yet its development in elementary school computer education remains suboptimal, often limited to basic operational tasks. This study aims to investigate the effect of Scratch visual programming, implemented through 2D game development projects with the Project-Based Learning (PjBL) model, on the reasoning skills of fifth-grade students. A quasi-experimental one-group pretest-posttest design was employed, involving 30 students (14 male, 16 female) from a public elementary school in Wonogiri, Indonesia. The intervention consisted of five meetings where students collaboratively created drag-and-drop and jumping games using Scratch, following the PjBL syntax. Data were collected through a validated reasoning test adapted from Raven's Coloured Progressive Matrices (8 items, Cronbach's α = 0.634) and the System Usability Scale (SUS) questionnaire. Expert validation confirmed the module's high validity (Aiken's V = 0.70-0.76) and reliability (α = 0.944-0.992). The results revealed a statistically significant increase in reasoning scores from pretest (M = 61.00, SD = 12.45) to posttest (M = 86.67, SD = 8.92), with t(29) = -8.19, p < 0.001, and a large effect size (Cohen's d = 1.50). The SUS scores (M = 86.8) indicated high usability and acceptability of the learning method and module. Student project performance was excellent (M = 95), demonstrating successful application of logical sequencing and systematic planning. These findings provide empirical evidence that integrating Scratch visual programming with PjBL through 2D game development significantly enhances elementary students' reasoning abilities while offering a practical and engaging approach for computer education. The study contributes to the growing body of literature on block-based programming and computational thinking in primary education, with implications for curriculum design and instructional practice in the digital age.
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