ANALYSIS OF EDUCATIONAL GAMES ON EMPIRICAL RESEARCH IN CHEMISTRY LEARNING W Wiji*, R. A. E. Nawang Wulan, S Mulyani, T Widhiyanti, and D Hasanah
Universitas Pendidikan Indonesia
Jl. Dr. Setiabudhi 229, Bandung 40154, Indonesia
* maswiji[at]upi.edu
Abstract
This paper presents the findings from the content analysis of 24 empirical chemistry education research papers on educational games in chemistry learning. We found that educational games have been applied to the concept of molecular geometry, Lewis structures, VSEPR theory, organic chemistry, chemical kinetics, laboratory safety, chemical formulas, ionic and covalent compounds and chemical periodicity. Educational games in chemistry learning can be grouped based on media into 2 categories, namely digital and physical games- and based on players into 2 categories as well, namely personal and group games. At this time the use of educational games is increasingly widespread because it combines two aspects: entertainment and education. Some researchers believe that educational games are effective tools because they include more adequate learning strategies with physical game by playing in groups. However, other researchers show that game-based tools are more effective since they allow learners to improve their competency in learning chemistry with digital educational games. Digital educational games are easy to play, effective in increasing student understanding, and increasing learning motivation.
