The Effects of Game Type (Traditional Vs. Modern) on  Critical Thinking Skills of Elementary School Students

Romirio Torang Purba; Franky  Boentolo

doi:10.31004/basicedu.v9i5.10599

Authors

Romirio Torang Purba Universitas Kristen Petra, Indonesia
Franky Boentolo Universitas Kristen Petra, Indonesia

DOI:

https://doi.org/10.31004/basicedu.v9i5.10599

Abstract

Critical thinking (CT) is a key 21st-century skill that should be cultivated early, especially during the sensitive developmental stage of late childhood. This study compares the effectiveness of traditional and modern game-based learning in fostering CT among Indonesian students aged 9 to 10 years. Using a 2x2 counterbalanced crossover design, 54 participants engaged in both a modified traditional board game (Catur Jawa) and a modern robotic game. CT outcomes were measured using an adapted version of the Cornell Critical Thinking Test. Results showed no statistically significant difference in CT improvement between the traditional game (M = 3.20, SD = 1.24) and the modern game (M = 2.83, SD = 1.45), F(1,52) = 3.13, p = .083. Sequence and interaction effects were also non-significant. These findings challenge the assumption that digital games are inherently superior, emphasizing that instructional design, not technology, is the key driver of CT development. The novelty of this study lies in its focus on primary education and its support for shifting educational game development from technology-centric to design-centric approaches. A limitation of this study is its narrow age range and limited game types. Future research should examine specific instructional features across diverse formats to gain a better understanding of what drives effective learning

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