Motivation to Learn Science in Students Affected by the Online Game Roblox in Grade 5.

Sela Amelia; Muhammad Idris; David Budi Irawan

doi:10.63922/ijevss.v5i03.4799

Sela Amelia PGRI University, Palembang, Indonesia
Muhammad Idris PGRI University, Palembang, Indonesia
David Budi Irawan PGRI University, Palembang, Indonesia

DOI: https://doi.org/10.63922/ijevss.v5i03.4799

Keywords: Keywords: IPAS learning motivation; Roblox online games; elementary school students; playing intensity; Merdeka Curriculum.

Abstract

The increasing intensity of online game usage among elementary school students, particularly Roblox, raises concerns about a potential decline in learning motivation, especially in subjects requiring high concentration such as Natural and Social Sciences (IPAS) within the Merdeka Curriculum. This study aims to describe the IPAS learning motivation of fifth-grade students affected by the online game Roblox at SD Negeri 158 Palembang. The method used was descriptive quantitative with a purposive sampling technique, involving 32 fifth-grade students who actively played Roblox at least three times a week over the past three months. Data were collected through two 1–5 Likert scale questionnaires, each consisting of 30 statement items for the variables of playing intensity and IPAS learning motivation, which were then analyzed using descriptive statistics including mean, median, mode, standard deviation, and achievement percentage.

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