Evaluation reveals Digestopia significantly improves problem-solving skills and cognitive outcomes in students, indicating its practical use in education.
Students at SMAN 1 Singosari continue to demonstrate limited problem-solving skills and cognitive learning outcomes, partly due to contextually irrelevant media and reliance on LCD projectors. This study aimed to evaluate the validity and practicality of “Digestopia”, an audiovisual, website-assisted electronic board game developed using the RICOSRE model (Reading, Identifying problem, Constructing solution, Solving the problem, Reviewing the problem solving, and Extending problem solution) and integrated with the SDGs' Zero Hunger initiative (Sustainable Development Goal 2: Zero Hunger). The development process adopted the Lee and Owens instructional design model, which consists of four stages: analysis, design, development, and evaluation. Data were collected using expert validation sheets and student response questionnaires and analyzed using descriptive quantitative techniques to determine the average scores. The results showed that “Digestopia” was valid (90.6%) and practical (86.7%) for classroom use, indicating its potential as an interactive learning tool.
No takes yet. Share an insight, caveat, or question.
Febriyanti et al. (2025) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: