Learning science in elementary school is very important because students' initial knowledge greatly influences their interest and tendency to learn science at a higher level (Rosmiati et al., 2022). Science learning should encourage the development of students' skills and their capacity to build their own concepts. As a means for students to understand science more contextually and apply it in everyday life, science learning is also expected to be the main foundation of education (Urquhart et al., 2023). Science learning in elementary schools places a strong emphasis on using hands-on experience through the development of scientific processes and mindsets (Henita et al., 2023). Scientific literacy plays a crucial role in enabling students to recognize, understand, explain, and apply scientific concepts in their everyday lives (Pujawan et al., 2022). Understanding scientific concepts and core ideas is fundamental for scientific inquiry and research, allowing individuals to reason with science in various aspects of their daily routines (Golumbic et al., 2022). Moreover, integrating scientific knowledge with everyday experiences can bridge the gap between school science and lived experiences, making science more relevant and accessible to students (Adler & Karam, 2024).
Teachers' ability to provide effective scientific explanations is essential for students to grasp scientific concepts related to daily life (Karaaslan, 2022). By enhancing scientific literacy, learners can analyze and explain scientific phenomena, thereby solving real-life problems more effectively (Rahmatika et al., 2022). The development of scientific literacy behavior among students is seen as a solution for enhancing their understanding and application of scientific concepts in everyday problem-solving scenarios (Safrizal & Yulia, 2022).
Furthermore, discussions and scientific arguments can stimulate critical thinking about phenomena in the environment, including cultural aspects and community habits, thereby enriching students' understanding of science in the context of their daily lives (Wibowo, 2022). New scientific concepts often challenge learners' existing schemas based on personal experiences, highlighting the importance of connecting formal science education with individuals' daily life experiences (Özdemir, 2022). In conclusion, the integration of scientific ideas and concepts into everyday life is essential for enhancing scientific literacy, problem-solving skills, and critical thinking among students. By linking scientific knowledge with real-world experiences, individuals can better appreciate the relevance and applicability of science in their daily routines.
These references offer valuable insights into different aspects related to science learning objectives in elementary schools. (Duruk et al., 2022) focused on students' understanding of the nature of science, aligning with the goal of enhancing students' comprehension of the natural world. (Androsov & Zhang, 2023) discuss the role of students as cocreators in culturally responsive teaching, which can aid in fostering a scientific mindset, problem-solving skills, and belief in the Creator. Agasi & Desyandri, (2022) presented integrated thematic teaching materials to help develop students' science process skills. Additionally, Choirunnisa et al., (2022) highlight the creation of teaching materials based on Islamic values to improve students' grasp of mathematical concepts, thereby supporting the acquisition of fundamental knowledge for future education.
Educational games play a significant role in enhancing science learning outcomes for elementary school students. Besalti & Smith (2024) emphasize that educational games are designed to foster active and enjoyable interactions between students and the learning material, thereby promoting effective learning. These games are instrumental in boosting student motivation and engagement and creating a fun learning environment (Dele-Ajayi, 2018). The various benefits of using learning games for children, such as developing problem-solving skills and motor abilities and fostering positive relationships between children and parents, are highlighted(Cankaya et al., 2023). Integrating digital game-based learning into science education has been shown to be particularly effective in enhancing student learning outcomes (Gray & Dunn, 2024). This approach not only connects the learning process with new technologies but also improves visual technology utilization in science education, leading to more successful learning experiences (Utami et al., 2023). Furthermore, (Nasution & Nasution, 2021) stress the importance of critical thinking skills in science learning and how various approaches, including educational games such as Quizizz, can be utilized to achieve learning objectives effectively. In conclusion, the use of educational games in science learning for elementary school students is a powerful tool that not only enhances academic outcomes but also fosters motivation, engagement, and critical thinking skills. By leveraging digital game-based learning and incorporating fun and interactive elements into the curriculum, educators can create a stimulating learning environment that promotes active participation and knowledge retention among students.
The explanation above shows that the use of media such as educational games is very important for supporting the achievement of learning objectives effectively and efficiently, but based on the results of preliminary research conducted in 3 schools in Abepura District, Jayapura City, the science learning outcomes of Grade IV elementary school students are still low. At SDN Inpres Hedam Abepura, the average number of science learning outcomes in the 2019/2020 school year was 47, that in the 2020/2021 school year was 54, and that in the 2021/2022 school year was 50 from the stipulated KKM, which was 60. Furthermore, at SDN 1 Abepura, there were 55 student learning outcomes for the 2019/2020 school year, 60 for the 2020/2021 school year and 58 for the 2021/2022 school year from the designated KKM, which was 65. For SD Negeri 3 Abepura, 50 student learning outcomes were reported for the 2019/2020 school year, 46 student learning outcomes were reported for the 2020/2021 school year, and 48 student learning outcomes were reported for the 2021/2022 school year. The low results of science learning are caused by the limited use of media, where the media used in schools still uses images printed by teachers themselves with limited/small sizes. Teacher exploration of the use of interesting media and the ability to stimulate student activity in learning is also still limited, and learning content has not been oriented to materials that are close to the student's environment, which causes a lack of student interest and interaction with learning, so student learning outcomes are still low. This shows that it is necessary to develop interesting learning media and can motivate students to learn. The results of other preliminary research show that since the COVID-19 pandemic, students in Abepura District, Jayapura city, have become more interested in technological developments through the use of smartphones. Students tend to play games through smartphones, even though their abilities are still limited to games that are simple (Chadijah et al., 2023). This is the basis for the development of science learning games. Furthermore, researchers have integrated local culture into the development of science learning games. The importance of preserving local culture or the value of local wisdom should be considered (Arsal et al., 2023). One of the efforts to continue to preserve these local cultural elements is to transmit them to the next generation (students) through education. The integration of local culture into science learning has a positive impact on student development. This is in accordance with opinion Sukardjo & Solihatin (2023) that the development of a student can be supported by social and cultural activities. By organizing students' social interaction experiences in their cultural settings, students' mentality will mature. Thus, researchers conducted this study with the aim of developing a feasible and effective Papuan culture-oriented science learning game.
This research provides innovation by integrating elements of Papuan local culture, such as local knowledge systems, living equipment systems and technology, and art, into science learning games. The development of learning games that consider local culture is not only an effective way to increase students' interest and participation in learning but also an effort to introduce and maintain cultural values for the younger generation. The integration of local culture into science learning is also expected to positively influence students' development in accordance with Vygotsky's theory on the importance of social and cultural experiences in education (Wahyudiati & Qurniati, 2023). Therefore, this research offers an innovative approach and has the potential to improve the science learning outcomes of Grade IV primary school students, as well as contributing to the preservation and appreciation of local Papuan culture.