The Use of Blooket Game to Improve Sixth Grade Students’ Learning Outcomes in Elementary School History

Abstract

This study examines the effectiveness of integrating the Blooket game with a deep learning pedagogical approach in improving sixth-grade elementary school students’ history learning outcomes, particularly on the topic of Indonesian Historical Events during the Independence Era. The study is motivated by students’ low conceptual understanding of history content, as instruction is often dominated by rote memorization. Although previous studies have explored the use of Blooket, research that specifically investigates its integration with a deep learning pedagogical approach in elementary history learning remains limited. This study employed a quasi-experimental pretest–posttest control group design involving 30 sixth-grade students, divided into an experimental group and a control group. The experimental group received instruction using Blooket designed to promote deep conceptual understanding of historical events, while the control group was taught using conventional methods. Data were collected through learning outcome tests and classroom observations. The results indicate that the posttest mean score of the experimental group (M = 87) was higher than that of the control group (M = 74). These findings suggest that the integration of Blooket with a deep learning pedagogical approach has the potential to enhance students’ history learning outcomes in a more meaningful and conceptually grounded manner.