P. D. A. Putra, M. Iqbal


The purpose of this study is to implement Baluran National Park-based Serious Game to enhance the students' creative thinking skill and motivation to learn. The subject of the study were 60 students of SMP Negeri 1 Asembagus, Situbondo regency. The sample was divided into three groups. Two groups were chosen as experimental classes and the other group as the control class. Both of the experimental groups were given treatment using serious game based on Baluran National Park. The instruments used were observation sheet, pre-test, and post-test. Baluran National Parks-based serious game was effective in improving the students' creative thinking skill and motivation to learn science subjects.


Baluran National Park, Creative Thinking Skill, Serious Game.

Full Text:



Arnab, S., Lim, T., Carvalho, M. B., Bellotti, F., Freitas, S., Louchart, S., & De Gloria, A. (2015). Mapping learning and game mechanics for serious games analysis. British Journal of Educational Technology, 46(2), 391–411.

Cheng, M.-T., Chen, J.-H., Chu, S.-J., & Chen, S.-Y. (2015). The use of serious games in science education: a review of selected empirical research from 2002 to 2013. Journal of Computers in Education, 2(3), 353–375.

Cheng, M.-T., Lin, Y.-W., She, H.-C., & Kuo, P.-C. (2016). Is immersion of any value? Whether, and to what extent, game immersion experience during serious gaming affects science learning. British Journal of Educational Technology. Retrieved from:

Chiu, P.-S., Wu, T.-T., Huang, Y.-M., & Ho, H.-L. (2015). The Effect of Peer’s Progress on Learning Achievement in e-Learning: A Social Facilitation Perspective. In J. J. (Jong H. Park, Y. Pan, H.-C. Chao, & G. Yi (Eds.), Ubiquitous Computing Application and Wireless Sensor (pp. 537–542). Springer Netherlands. Retrieved from

Decristan, J., Hondrich, A. L., Büttner, G., Hertel, S., Klieme, E., Kunter, M., & Hardy, I. (2015). Impact of Additional Guidance in Science Education on Primary Students’ Conceptual Understanding. The Journal of Educational Research, 108(5), 358–370. Retrieved from:

Dindar, M., & Akbulut, Y. (2015). Role of self-efficacy and social appearance anxiety on gaming motivations of MMOFPS players. Computers & Education, 81, 26–34. Retrieved from:

Dobrowolski, P., Hanusz, K., Sobczyk, B., Skorko, M., & Wiatrow, A. (2015). Cognitive enhancement in video game players: The role of video game genre. Computers in Human Behavior, 44, 59–63. Retrieved from:

Dyson, S. B., Chang, Y.-L., Chen, H.-C., Hsiung, H.-Y., Tseng, C.-C., & Chang, J.-H. (2016). The effect of tabletop role-playing games on the creative potential and emotional creativity of Taiwanese college students. Thinking Skills and Creativity, 19(1), 88–96. Retrieved from:

Giammarco, E. A., Schneider, T. J., Carswell, J. J., & Knipe, W. S. (2015). Video game preferences and their relation to career interests. Personality and Individual Differences, 73 (1), 98–104.

Gillebaart, M., Förster, J., Rotteveel, M., & Jehle, A. C. M. (2013). Unraveling Effects of Novelty on Creativity. Creativity Research Journal, 25(3), 280–285. Retrieved from:

Girard, C., Ecalle, J., & Magnan, A. (2013). Serious games as new educational tools: how effective are they? A meta-analysis of recent studies. Journal of Computer Assisted Learning, 29 (3), 207–219. Retrieved from:

Hawthorne, G., Saggar, M., Quintin, E.-M., Bott, N., Keinitz, E., Liu, N., … Reiss, A. L. (2016). Designing a Creativity Assessment Tool for the Twenty-First Century: Preliminary Results and Insights from Developing a Design-Thinking Based Assessment of Creative Capacity. In H. Plattner, C. Meinel, & L. Leifer (Eds.), Design Thinking Research (pp. 111–123). Springer International Publishing. Retrieved from

Huang, L.-Y., & Yeh, Y. (2016). Mediated enactive experience versus perceived mastery experience: An enhancing mechanism versus a mediator of character attachment and internal political efficacy in serious games. Computers in Human Behavior, 55, 1085–1096.

Huang, P., Qiu, L., Shen, L., Zhang, Y., Song, Z., Qi, Z., Xie, P. (2013). Evidence for a left-over-right inhibitory mechanism during figural creative thinking in healthy nonartists. Human Brain Mapping, 34(10), 2724–2732.

Imbellone, A., Botte, B., & Medaglia, C. M. (2015). Serious Games for Mobile Devices: the InTouch Project Case Study. International Journal of Serious Games, 2(1). Retrieved from

Jackson, L. A., Witt, E. A., Games, A. I., Fitzgerald, H. E., von Eye, A., & Zhao, Y. (2012). Information technology use and creativity: Findings from the Children and Technology Project. Computers in Human Behavior, 28(2), 370–376. Retrieved from:

Kahn, A. S., Shen, C., Lu, L., Ratan, R. A., Coary, S., Hou, J., … Williams, D. (2015). The Trojan Player Typology: A cross-genre, cross-cultural, behaviorally validated scale of video game play motivations. Computers in Human Behavior, 49, 354–361.

Kocadere, S. A., & Çağlar, Ş. (2015). The design and implementation of a gamified assessment. Journal of E-Learning and Knowledge Society, 11(3). Retrieved from

Ku, Y.-L. (2015). Evaluating creative thinking of RN-BSN students in the course of clinical case study and practicum. Innovations in Education and Teaching International, 52(3), 290–299. Retrieved from:

Lee, C. S., & Therriault, D. J. (2013). The cognitive underpinnings of creative thought: A latent variable analysis exploring the roles of intelligence and working memory in three creative thinking processes. Intelligence, 41(5), 306–320.

Martin, L., & Schwartz, D. L. (2014). A pragmatic perspective on visual representation and creative thinking. Visual Studies, 29(1), 80–93. Retrieved from:

Mortara, M., Catalano, C. E., Bellotti, F., Fiucci, G., Houry-Panchetti, M., & Petridis, P. (2014). Learning cultural heritage by serious games. Journal of Cultural Heritage, 15(3), 318–325. Retrieved from:

Navarrete, C. C. (2013). Creative thinking in digital game design and development: A case study. Computers & Education, 69, 320–331. Retrieved from:

Padilla-Walker, L. M., Coyne, S. M., Fraser, A. M., Dyer, W. J., & Yorgason, J. B. (2012). Parents and adolescents growing up in the digital age: Latent growth curve analysis of proactive media monitoring. Journal of Adolescence, 35(5), 1153–1165.

Perrotta, C. (2013). Do school-level factors influence the educational benefits of digital technology? A critical analysis of teachers’ perceptions. British Journal of Educational Technology, 44(2), 314–327. Retrieved from:

Rutten, N., van Joolingen, W. R., & van der Veen, J. T. (2012). The learning effects of computer simulations in science education. Computers & Education, 58(1), 136–153. Retrieved from:

Santally, M. (2005). From face-to-face classrooms to innovative computer-mediated pedagogies: Observations from the field. Journal of Interactive Online Learning, 3(4), 1–14.

Shalom, J. G., Israeli, H., Markovitzky, O., & Lipsitz, J. D. (2015). Social anxiety and physiological arousal during computer mediated vs. face to face communication. Computers in Human Behavior, 44, 202–208. Retrieved from:

Sun, C.-T., Ye, S.-H., & Wang, Y.-J. (2015). Effects of commercial video games on cognitive elaboration of physical concepts. Computers & Education, 88, 169–181. Retrieved from:

Tang, K., Delgado, C., & Moje, E. B. (2014). An Integrative Framework for the Analysis of Multiple and Multimodal Representations for Meaning-Making in Science Education. Science Education, 98(2), 305–326.

Ulger, K. (2015). The Structure of Creative Thinking: Visual and Verbal Areas. Creativity Research Journal, 27(1), 102–106. Retrieved from:

Yoon, H., Woo, A. J., Treagust, D. F., & Chandrasegaran, A. L. (2015). Second-Year College Students’ Scientific Attitudes and Creative Thinking Ability: Influence of a Problem-Based Learning (PBL) Chemistry Laboratory Course. In M. Kahveci & M. Orgill (Eds.), Affective Dimensions in Chemistry Education (pp. 217–233). Springer Berlin Heidelberg. Retrieved from


  • There are currently no refbacks.