Said Hasan, Yayuk Mulyati, Nasrunniati Dyahayu Anggi Winarni, Diva Larasati, Yonna Divanka Yuanvanelli, Erti Hamimi, Chumidach Roini, Ikmalul Istiqomah
This study investigates the effectiveness of the Joyful Problem-Based Learning (J-PBL) model—a pedagogical approach that integrates joyful and game-based activities into the Problem-Based Learning (PBL) framework—in fostering students’ 21st-century skills and improving their science achievement. The J-PBL model emphasizes meaningful learning experiences by combining cognitive challenge and emotional engagement through traditional games adapted to the PBL syntax. This development research employed the 4D model (Define, Design, Develop, and Disseminate) and implemented a quasi-experimental pretest–posttest design with a non-equivalent control group involving 59 eighth-grade students from a public junior high school in Malang, Indonesia. The experimental group applied J-PBL, incorporating modified elements of the traditional Engklek game to support each stage of the PBL process, while the control group used conventional PBL without gamified components. Data were collected through tests, observations, and peer assessments to measure critical thinking, creative thinking, problem-solving, collaboration, and learning outcomes. The results showed that students taught through J-PBL achieved significantly higher posttest scores across all 21st-century skills and science learning outcomes compared with those in the conventional PBL group. Statistical analysis using t and Welch’s t tests confirmed significant differences (p < 0.05), with the largest gains in critical thinking (t = 5.220, p < 0.000) and problem-solving indicators of carrying out the plan (F = 14.234, p < 0.001) and evaluating (F = 11.224, p < 0.001). Pearson correlation analysis revealed strong positive relationships between higher-order thinking skills and learning outcomes, with critical thinking (r = 1.00, p < 0.01) emerging as the most influential factor, followed by problem-solving (r = 0.99, p < 0.05) and creative thinking (r = 0.98, p < 0.05). Qualitative findings indicated that integrating traditional games, particularly Engklek, enhanced students’ motivation, engagement, and collaboration. The J-PBL model thus provides an innovative and culturally grounded instructional framework that effectively fosters essential 21st-century competencies and improves science learning outcomes. © 2026, Malque Publishing. All rights reserved.
Universitas Khairun, Indonesia; Natural Science Education, Universitas Negeri Malang, Indonesia; National Institute of Education, Nanyang Technological University, Singapore
