Author: Rahmawati.
Prameswari.
Sumantri.
Salsabila.
Anitasari.
, & Christabel.
BALE
LITERASI
Journal of Educational Studies 2026-Volume 3.
Issue 2, 313-323 https://ejournal.
org/index.
php/Jes DOI: 10.
58218/jes.
2734 | e-ISSN 3031-4232
Development of Pancasila Adventure Educational Game to Strengthen
the Practice of Pancasila Values in Elementary School Students Eni Rahmawati, 2Evany Sofia Prameswari, 3Imam Sumantri, 4Hanum Salsabila, 5Intan Dewi
Anitasari, 6Nathania Benedicta Christabel
1,2,3,4,5,6
Universitas Negeri Semarang *Corresponds email: eni.
rahmawati@mail.
A rticle Info Received: June 23, 2025 Revised: July 17, 2025 Accepted: August 10, 2025 Abstract Pancasila as a way of life requires various methods to be internalized in daily life, one of which is through the creation of a game application to create an engaging and interactive learning experience.
The game application will be named Pancasila Adventure, which aims to strengthen students' understanding of the implementation of Pancasila values.
The material is evaluated through interactive quizzes with a points and rewards system.
The reinforcement of Pancasila values can be instilled at various levels of education and types of Keywords:
schools, one of which is the Jogja Patriae Academy (JPA) theological school Educational Game located in the city of Yogyakarta.
JPA is a Christian educational institution that Character Education was originally a homeschooling program.
JPA also supports the reinforcement Pancasila Adventure of Pancasila values.
This study aims to develop a Pancasila adventure Practicing Pancasila Values educational game to strengthen the practice of Pancasila values among students.
The type of research used is R&D development research with the ADDIE (Analyze.
Design.
Development.
Implementation.
Evaluatio.
The educational game was validated by media validators and material validators.
The data collection techniques used in this research are interviews, observations, tests, and questionnaires.
To cite this article: Rahmawati.
Prameswari.
Sumantri.
Salsabila.
Anitasari.
, & Christabel.
Development of Pancasila Adventure Educational Game to Strengthen the Practice of Pancasila Values in Elementary School Students.
Journal of Educational Studies, 3.
, 313-323.
This article is licensed under a Creative Commons Attribution-ShareAlike 4.
0 International License A2026 by author/s Introduction Indonesia is a country with a way of life and history distinct from those of other nations, one of which is Pancasila.
Pancasila is adopted as the ideology of Indonesia because it embodies values that reflect the authentic character of the Indonesian people (Sulianti et al.
, 2.
Pancasila holds a crucial position as the national identity, the ideology, the philosophical foundation of the state, and the basis for maintaining the unity of the Indonesian nation.
The status and function of Pancasila began to face various challenges when the reform era began (Bakry et al.
, 2.
This was initiated by the collapse of the New Order regime and the economic crisis that affected all aspects of life.
The crisis brought about major changes in various fields of social, cultural, economic, political, and educational life.
The crisis during that period further weakened the application of Pancasila values in daily life (Sutrisno & Saputra, 2.
More than 27 years into the reform era, the current state of the Indonesian nation remains far from fully stable.
This is compounded by the suboptimal quality of human resources, which ultimately keeps Indonesia classified as a developing country (Azwar Rahmat, 2.
It is time for Journal of Educational Studies - 313 - Author: Rahmawati.
Prameswari.
Sumantri.
Salsabila.
Anitasari.
, & Christabel.
the Indonesian nation to rise above its backwardness by tangibly implementing the values of Pancasila in the life of the nation and state.
Pancasila is established as the foundation and identity of the nation and plays a strategic role in supporting the progress of the Indonesian nation (Rahman, 2.
The Pancasila Ideology Development Agency (BPIP), in collaboration with the Central Statistics Agency (BPS), has developed the Pancasila Actualization Index (IAP) to measure the practice of Pancasila values across various aspects of societal life, using 30 indicators (Gallex Simbolan, 2.
The 2021 IAP calculation showed a score of 72.
93 (Lubis et al.
, 2.
, indicating that the implementation of Pancasila values among the Indonesian public is relatively good.
This reflects a positive response from society toward Pancasila.
However, this positive result does not automatically prove that the implementation of Pancasila values is already perfect.
In this era of modernization and globalization, an increasing number of challenges are influencing the character of the Indonesian nation.
Social and legal violations are increasingly common in this countryAi such as corruption at various levels, intolerance, discrimination, hate speech, and socioeconomic inequalityAiwhich can erode the values of Pancasila (Oktari & Dewi, 2.
This provides a strong foundation for strengthening the practice of Pancasila values across various sectors, one of which is schools (Sulastri et al.
, 2.
As a philosophy of life.
Pancasila naturally requires various methods to be internalized into daily life, one of which is through the creation of a game application utilizing technology.
This game application is designed to create an engaging, interactive, and enjoyable learning experience (Kusnadi & Azzahra, 2.
Known as "Pancasila Adventure," this game application contains content related to the practice of Pancasila values.
This content will to strengthen studentsAo understanding of this topic.
The presented material will be assessed through interactive quizzes featuring a points system and rewards.
The Pancasila Adventure will feature key components such as a learning mode, challenges and quizzes, and learning outcomes.
It is hoped that this research will help students become more aware of the importance of strengthening the practice of Pancasila values in daily life.
The use of educational apps in learning has certainly been implemented at all levels of education, from elementary school through higher education.
Schools, as formal institutions, play a pivotal role in the utilization of technology in education, one of which is the practice of Pancasila.
Strengthening the practice of Pancasila values will shape students into Pancasila-minded individuals who are moral, have integrity, and are responsible (Wigati, 2.
This strengthening of the practice of Pancasila values can be instilled at various educational levels and in various types of schools, one of which is the Jogja Patriae Academy (JPA) theological school located in the city of Yogyakarta.
JPA is a Christian educational institution that began as a homeschooling program and, over time, evolved into a theological school offering elementary and junior high school education with an A accreditation.
JPAAos vision is to cultivate students of character who love their homeland, excel, and possess a global perspective.
JPA adheres to a philosophy centered on respecting God, respecting others, and respecting oneself.
Like other schools.
Jogja Patriae Academy (JPA) faces various challenges that require solutions.
Based on interviews with the principal .
, the committee .
, and teachers, .
, various issues were identified, as shown in the following table.
Table 1.
Issues at JPA Yogyakarta
Issue
Percentage Lack of trained teaching staff
13,4%
Excessive academic workload
23,7%
Lack of technology use in the classroom
13,4%
Education funding 16,7% Lack of character education 32,8% Based on Table 1 above, the problems faced by JPA are interrelated, such as the lack of teacher welfare being disproportionate to the excessive learning burden and education funding.
Uneven education funding leads to a lack of technology use in the classroom, and the excessive learning Journal of Educational Studies - 314 - Author: Rahmawati.
Prameswari.
Sumantri.
Salsabila.
Anitasari.
, & Christabel.
burden impacts a lack of character education.
Character education and the practice of Pancasila are closely related because both share the same goal: to shape individuals who are moral, ethical, and responsible in their daily livesAiwhether within the family, community, or nation.
Pancasila, as the foundation of the Indonesian state, holds values relevant to character development, while character education serves as a means to internalize the practice of PancasilaAos values in daily life (Hamzah et al.
, 2.
This study was motivated by the low level of contextual internalization of Pancasila values in elementary schools, particularly in theology-based institutions such as Jogja Patriae Academy (JPA), which still rely on conventional approaches.
Based on preliminary data, 32.
8% of the issues at JPA relate to a lack of character education, which is exacerbated by limited integration of technology in the classroom.
The novelty of this study lies in the development of the Pancasila Adventure program based on the ADDIE model, which operationally integrates gamification mechanisms with the strengthening of character culture literacy.
The urgency of the research is focused on the empirical gap between passive pedagogy and the potential of interactive digital media in value transformation.
Based on the background described above, the researcher suggests that the development of the AuPancasila AdventureAy educational game can be used to strengthen the practice of Pancasila values in daily life.
Therefore, the researcher is interested in conducting a study titled AuDevelopment of the AoPancasila AdventureAo Educational Game to Strengthen the Practice of Pancasila Values Among Elementary School Students.
Ay The research was conducted at Jogja Patriae Academy in Yogyakarta, with the following research questions: .
How can a Pancasila Adventure educational game be developed to strengthen the practice of Pancasila values among students at Jogja Patriae Academy? and .
How effective is the Pancasila Adventure educational game in strengthening the practice of Pancasila values among students at Jogja Patriae Academy? Methods 1 Participants This study employs a Research and Development (R&D) design utilizing the ADDIE The primary participants consisted of 10 elementary school students at Jogja Patriae Academy (JPA).
Yogyakarta.
To ensure a comprehensive needs analysis, the research also involved institutional stakeholders, including principal, one school committee member, and five Civics teachers who participated in the initial assessment phase.
Additionally, subject matter and media experts were engaged as secondary data sources to evaluate the feasibility of the developed 2 Data Collection Data were collected systematically throughout the development and implementation phases to ensure both product validity and learning effectiveness.
The process encompassed quantitative measurements of student learning outcomes and the collection of qualitative insights regarding student engagement and product usability.
1 Instrument of Collecting Data The research instruments were tailored to the type of data required.
Quantitative data were gathered using validated pre-test and post-test sheets to measure studentsAo understanding of Pancasila values, alongside structured questionnaires for subject matter and media validators to evaluate product feasibility.
Qualitative data were collected through unstructured interview guides, non-participant observation checklists, and open-ended student feedback forms to capture in-depth insights into learning experiences and product usability.
2 Techniques for Collecting Data The data collection methods used in this study were interviews, observations, tests, and questionnaires.
Unstructured interviews were used to gather data regarding the educational game to be developed.
Non-participant observation was used to assess classroom conditions, teaching methods, and the characteristics of the 10 research Journal of Educational Studies - 315 - Author: Rahmawati.
Prameswari.
Sumantri.
Salsabila.
Anitasari.
, & Christabel.
The questionnaire was intended for validators of the material and media to assess the feasibility of the Pancasila Adventure educational game.
Tests were used to assess the effectiveness of the development of the Pancasila Adventure educational game in improving studentsAo understanding of the Pancasila values at Jogja Patriae Academy in Yogyakarta.
The feasibility of the developed product was assessed using guidelines from Candra Kurniawan et al.
<21%
21 Ae 40% 41 Ae 60% 61 Ae 80% 81 Ae 100% Tabel 2.
Guidelines for Product Feasibility Development Feasibility Feasibility Level Highly Unfeasible Not eligible Fair Acceptable Highly Recommended The test results were then analyzed using inferential statistical analysis techniques to determine whether there was any effect before and after students tried the development product, in order to assess the effectiveness of the development product.
3 Data Analysis Quantitative data from the pre-test, post-test, and validation questionnaires were analyzed using inferential statistics.
Normality was verified using the Shapiro-Wilk test, followed by a Paired Sample t-test to determine the significance of learning outcome differences.
Qualitative data from interviews, observations, and feedback were processed through descriptive thematic analysis to triangulate findings and provide contextual depth regarding the gameAos implementation and student engagement.
Results The development carried out in this study is the development of a Pancasila education learning medium named Pancasila Adventure.
This application is used to instill the practice of Pancasila values in students at Jogja Patriae Academy in Yogyakarta.
Pancasila Adventure can be accessed using a laptop or a smartphone.
This development study utilized the five-stage ADDIE model: analysis, design, development, implementation, and evaluation (Andi Rustandi & Rismayanti, 2.
Here is the explanation:
Analysis Stage The first stage in the ADDIE model is analysis.
This stage aims to identify the learning environment, the challenges faced by teachers and students, and learning needs.
Based on interviews and observations with Pancasila Education teachers at Jogja Patriae Academy, it was found that instruction tends to be conventionalAirelying on methods such as lectures, discussions, and assignmentsAiwhich can make the learning process seem monotonous.
The learning media used are still limited to textbooks, whiteboards, and student worksheets.
This results in students being less enthusiastic and active in Pancasila Education lessons, causing them to become bored quickly and struggle to connect the values of Pancasila to their daily The results of the interviews and observations were reinforced by a student needs survey, which showed that 80% of students prefer learning activities delivered through digital media, particularly through games.
Students feel that the use of games provides greater challenges, motivation, and enjoyment compared to simply reading books or listening to the teacherAos In addition, teachers recognize that innovations in learningAisuch as the use of gamesAican help reinforce the practice of Pancasila values, transforming what were initially abstract concepts into something easier to understand, more concrete, and more enjoyable.
Based on these findings, it can be concluded that there is astrong and urgent need to develop an interactive digital learning medium capable internalizing the practice of Pancasila Journal of Educational Studies - 316 - Author: Rahmawati.
Prameswari.
Sumantri.
Salsabila.
Anitasari.
, & Christabel.
values in daily life.
Thus, this analysis provides the foundation that the development of the Pancasila Adventure educational game is the appropriate and suitable solution to address the existing issues at Jogja Patriae Academy.
Design Phase The next stage is the design phase.
During this phase, the basic concept for game development is formulated, consisting of a game development description, host registration format, visual theme, question format, game joining format, game settings format, game results, and feedback provision.
Pancasila Adventure is specifically designed for elementary school students to align with their interests and characteristics.
The visual design features red and white colors, symbolizing a sense of nationalism.
The language used is chosen to be easily understood by elementary school students.
To boost student enthusiasm, the game provides avatars corresponding to the studentsAo gender.
Below is a more detailed explanation regarding the design of the Pancasila Adventure game:
Table 3.
Pancasila Adventure Design An interactive online quiz-based game designed for Civic Education (PPK.
learning, using the Pancasila Adventure app where the teacher .
creates and manages quizzes, while Game Description participants .
join using a game code.
The game features two question types .
ultiple choice and true/fals.
, a leaderboard, sound effects, and real-time analysis of game results.
Host Registration Format Registration requires full name, email, and password.
The " " quiz is created at with the category and the level Pancasila Quiz Creation Format Elementary school education with public visibility featuring a red visual theme that reflects Indonesian nationalism.
The question format consists of question text, with question types being multiple choice and true or false, supported by images and Question Format audio, and a 15-second response time.
Each question has one correct answer with four answer options, and there are a total of 20 Game Joining Format When participants join the game, they must provide a name or (Participant.
username, an avatar, and a game code The game is structured to present materials and questions.
The display of questions in each studentAos account is randomized to prevent cheating.
The quiz includes a leaderboard to better Game Setting Format motivate students.
The quiz also features music and sound effects, specifically traditional music.
This quiz includes a speed bonus in individual mode.
Game results are presented in the form of a leaderboard showing Game Result Format total scores and the number of correct or incorrect answers.
Feedback format featuring student ratings of the game.
Game Feedback Format ratings consist of 1Ae5 stars, comments and suggestions, as well as emotions or feelings after playing the Pancasila Adventure game.
The goal of creating the Pancasila Adventure game is for students at Jogja Patriae Academy to understand and apply the values of Pancasila in their daily lives through The storyboard and game scenario were created in detail, covering the plot, dialogue, character movements, and the consequences of the choices made by the player.
Thus, the design phase produced an initial game design ready to be developed into the next phase.
Development Phase The third stage of the ADDIE model is development, which involves turning the design of the Pancasila Adventure game into a tangible product.
Pancasila Adventure was developed using Unity software, which is compatible with the Android operating system, allowing it to Journal of Educational Studies - 317 - Author: Rahmawati.
Prameswari.
Sumantri.
Salsabila.
Anitasari.
, & Christabel.
be installed on studentsAo smartphones or laptops.
The development process includes creating backgrounds, main and supporting characters, game objects, and designing the challenge In addition to visual elements, the game is also equipped with sound effects, background music, and brief narration to enhance the gameAos atmosphere.
The scoring system is designed so that students receive rewards in the form of points or stars every time they successfully complete a challenge correctly.
This is intended to boost studentsAo intrinsic Below is the initial screen of the Pancasila Adventure game.
Figure 1.
Initial Screen of Pancasila Adventure The developed Pancasila Adventure game was subsequently validated by two experts: an expert in Pancasila education content and an expert in educational media.
The content expert evaluated the alignment of the content with Pancasila values, the accuracy of the substance, and its alignment with the elementary school curriculum.
The media expert assessed technical aspects, graphic design, interactivity, and ease of use.
The following are the results of the validation by the subject matter and media experts.
Table 4.
Content Expert Validation Aspect Conten with values Pancasila Substantive truth Aligment with the elemtary school curiculum Total score Maximum Score Percentage Category Table 5.
Media Expert Validation Aspect Grapic design Technical Interactivity Easy of use Assesment Highly Reliable Assesment Total score Maximum Score 20 Percentage Category Highly Recomended Journal of Educational Studies - 318 - Author: Rahmawati.
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, & Christabel.
Some feedback from the validators included increasing the font size to make it easier for students to read, as well as simplifying the game instructions.
After revisions were made based on the feedback, the product is ready to be implemented at Jogja Patriae Academy.
Implementation Phase The implementation phase was conducted with elementary school students at Jogja Patriae Academy.
Pancasila Adventure served as a supporting medium.
Students were provided with a link that could be accessed on their devicesAiwhether smartphones or laptopsAiand then played the game according to the provided instructions.
The teacherAos role here is to act as a facilitator, monitor the progress of the game, and provide additional explanations regarding the values of Pancasila that appear in the game.
During the implementation process, observations showed that the students appeared very They seemed eager to try to solve every problem presented.
Interaction among students also increased.
for example, they helped one another understand the instructions or shared strategies for solving challenges.
Data from the student feedback survey revealed that 90% of students stated that the game was very engaging, easy to play, and helped them understand the values of Pancasila.
The teachers involved also gave positive feedback, stating that this medium made students more active, focused, and engaged in Pancasila education.
Evaluation Phase Evaluation in the ADDIE model is conducted both formatively and summatively.
Formative evaluation takes place throughout the development phase, through revisions based on feedback from subject matter experts and media experts.
Summative evaluation is conducted after implementation by comparing studentsAo learning outcomes before and after using the Pancasila Adventure game.
Assessments were conducted via pre-tests and post-tests measuring studentsAo understanding and application of Pancasila values.
Pre-test results showed an average student score of 60, while post-test results increased to 81.
This 22-point average increase indicates that the use of the Pancasila Adventure game has a positive impact on strengthening studentsAo application of Pancasila values at Jogja Patriae Academy.
A summative evaluation aimed at testing the effectiveness of the Pancasila Adventure game.
This evaluation was conducted by testing the studentsAo pretest and posttest results using a normality test, specifically the Shapiro-Wilk test, since the sample consisted of 10 students.
This test aimed to determine whether the pretest and posttest data were normally distributed or not.
The hypotheses used are as follows:
Based on the data above, the analysis results are as follows Pre-test: Sig.
(Shapiro-Wil.
= 152 > 0.
05 Ie HCA accepted Post-test: Sig.
(Shapiro-Wil.
= 0.
158 > 0.
05 Ie HCA accepted Conclusion: The pre-test and post-test data are normally distributed, so parametric statistical tests can be used for further analysis.
The results of the normality test indicate that the data are normally distributed.
the next step is to use a parametric statistical test.
One parametric test used to compare two conditions .
re-test and post-tes.
is the Paired Sample t-test.
This is done because the data come from the same group measured twice .
efore and after the treatmen.
The hypotheses used are as follows:
Table 6.
Research Hypothesis There is no difference between the pre-test and The data is normally distributed post-scores There is a difference between the pre-test and post- The data is not normally The acceptance and rejection criteria are as follows Journal of Educational Studies - 319 - Author: Rahmawati.
Prameswari.
Sumantri.
Salsabila.
Anitasari.
, & Christabel.
H0 accepted HCA rejected Tabel 7.
Hypothesis Test Criteria Nilai Sig.
-valu.
> 0.
There is no significant difference between the data distribution and the normal therefore, the data is considered to be normally distributed Nilai Sig.
-valu.
< 0.
There is a significant difference, so the data is not normally distributed.
Here are the result of the normality test Tabel 8.
Results of the Normality Test Based on the data above, the analysis yielded the following results:
Pre-test: Sig.
(Shapiro-Wil.
= 0.
152 > 0.
05 Ie HCA accepted Post-test: Sig.
(Shapiro-Wil.
= 0.
158 > 0.
05 Ie HCA accepted Conclusion: The pre-test and post-test data are normally distributed, so parametric statistical tests can be used for further analysis.
The results of the normality test indicate that the data are normally distributed.
therefore, the next step is to use parametric statistical tests.
One of the parametric tests used to compare two conditions .
re-test and post-tes.
is the Paired Sample t-test.
This is done because the data comes from the same group measured twice .
efore and after the treatmen.
The hypotheses used are as follows:
Table 9.
Research Hypothesis There is no significant difference between the pre-test and post-test results.
There is a significant difference between the pre-test and post-test results.
The criteria for statistical significance are as follows.
H0 accepted H1 rejected Table 10.
Significance Level Sig.
-valu.
>0.
There is no significant difference between the pretest and post-test scores.
There is a significant difference between the preSig.
-valu.
<0.
test and post-test scores.
The results of the paired t-test are as follows:
Table 11.
Results of the Paired Samples Test Based on the data above, it can be seen that the p-value of 0.
000 is less than 0.
005, so HCA is rejected and HCA is accepted, meaning there is a significant difference between the pre-test and Journal of Educational Studies - 320 - Author: Rahmawati.
Prameswari.
Sumantri.
Salsabila.
Anitasari.
, & Christabel.
post-test scores.
The mean difference of -21.
500 indicates that the average post-test score is 5 points higher than the pre-test score.
The negative sign indicates that the post-test score increased compared to the pre-test .
ince the comparison is calculated as Pre-test Ae Post-tes.
Based on the results of the Paired Sample t-test, a significance value of 0.
000 < 0.
05, so HCA is rejected.
This indicates that there is a significant difference between the pre-test and post-test In other words, the use of the educational game medium (Pancasila Adventur.
has a significant effect on the improvement of the practice of Pancasila values in daily life among students at Jogja Patriae Academy.
Discussion The 21.
5-point increase in the average score from the pre-test to the post-test was not merely due to the novelty of the digital medium, but rather because the game was specifically designed to stimulate studentsAo cognitive and affective engagement.
The speed bonus feature, limited to 15 seconds per question, trains decision-making speed without sacrificing accuracy, while the question randomization system for each participantAos account minimizes the habit of memorizing answer locations and encourages deeper conceptual understanding.
The combination of points, a leaderboard, and instant feedback creates a sustainable cycle of intrinsic motivation, where students not only engage in healthy competition but also receive immediate positive reinforcement when answering correctly, thereby facilitating the internalization of Pancasila values without rigid academic pressure.
This aligns with the findings of Andriyani et al .
who confirm that gamebased interactive media significantly enhances learning motivation and academic achievement by transforming the classroom atmosphere from passive to exploratory.
The readiness of the product prior to implementation is also a crucial factor.
Validation by subject matter experts .
%) and media experts .
%), followed by technical revisions such as increasing font size and simplifying game instructions, ensures that aesthetic aspects do not detract from the pedagogical substance.
In the case of JPA, which previously relied on lectures and conventional worksheets, the introduction of Pancasila Adventure bridges the gap between the values of Pancasila and an interactive learning experience.
Gender-based avatars and the inclusion of traditional background music serve not only as visual elements but also reinforce the cultural identity of the Indonesian nation.
This learning process through digital simulation confirms the principles of constructivism, where understanding is not transferred unidirectionally but is constructed through active interaction with a structured learning environment (Jonassen, 2.
Srimuliyani .
also notes that the gamification approach effectively maintains concept retention because students experience a trial-and-error process in a safe and enjoyable context, so that mistakes are viewed as an integral part of learning.
These findings confirm that integrating character values through game-based learning can enhance studentsAo moral awareness and active participation, as reported by Jasmin et al.
and Ayu Maharani et al.
in the context of Pancasila education at the elementary level.
practice, teachers can utilize Pancasila Adventure not as a substitute for face-to-face learning, but as a formative assessment tool that provides real-time data on studentsAo mastery of Pancasila Furthermore, this medium supports the achievement of the dimensions of the Pancasila Student Profile, particularly the elements of critical thinking and global diversity, as students are trained to connect national values with challenging in-game situations.
Nevertheless, this study has limitations regarding the small sample size .
and the short implementation duration, so the long-term impact on changes in daily attitudes and behaviors has not yet been comprehensively Future research is recommended to employ a quasi-experimental design with a control group, expand participants to various school settings, and combine quantitative analysis with longitudinal observation to capture the dynamics of value internalization more holistically.
Journal of Educational Studies - 321 - Author: Rahmawati.
Prameswari.
Sumantri.
Salsabila.
Anitasari.
, & Christabel.
Conclusions This study aims to develop interactive learning media in the form of an educational game called AuPancasila AdventureAy as a means of strengthening the practice of Pancasila values among elementary school students.
The development process was carried out through five stages in the ADDIE model, namely needs analysis, design, media development, implementation in learning, and evaluation of effectiveness.
The results of the development show that the media produced has met the Auhighly feasibleAy criteria based on subject matter expert validation with a score of 86% and media expert validation with a score of 85%.
The implementation of the Pancasila Adventure game in learning showed positive responses from students and teachers.
As many as 90% of students stated that this media was interesting, easy to use, and helped them understand the values of Pancasila.
In addition, the results of the Paired Sample t-test showed a significant difference between the pre-test and post-test results with a significance value of 0.
000 (< 0.
The average score of students increased from 60 to 81 after using the media, which means there was an increase in understanding and practice of Pancasila values by 21.
5 points.
These findings prove that the use of educational game-based media can increase learning engagement, motivate students, and help internalize Pancasila values in a more concrete and enjoyable way.
This game not only functions as an additional learning medium but also as a means of value transformation in the context of character education in elementary schools.
Therefore.
Pancasila Adventure has proven to be effective as an innovative learning medium that supports the achievement of the Pancasila Student Profile in accordance with the direction of the Merdeka Curriculum policy.
For future researchers, it is recommended to expand the scope of research with a larger sample size and a variety of school backgrounds so that the research results are more representative.
addition, further analysis can focus on the long-term effects of game use on the character building, attitudes, and behavior of students in their daily lives.
Further research could also explore adaptive and collaborative features in games, such as multi-player modes or project-based challenges, so that this medium not only enhances cognitive knowledge but also students' social and collaborative skills in the context of practicing Pancasila values.
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