Playing Local Culture into Citizenship Learning: Game-Integrated Classroom Action Research on Student Motivation

Abstract

This classroom action study examines game-integrated learning as an approach to strengthening motivation in Grade VII Pancasila Education at SMP Pembangunan Laboratorium Universitas Negeri Padang. Twenty-seven students participated in a pre-cycle observation and two action cycles focused on appreciating local culture. Motivation was observed through persistence, resilience, interest and problem solving, independent work, preference for challenge, and confidence in maintaining a position. The pre-cycle mean was 24.07%, indicating weak observable motivation. Across subsequent meetings, learning activities incorporated a teacher-designed citizenship crossword, digital information searching, domino-style learning cards, and traditional games. The classroom records indicates that the average motivation level reached the 70% classroom success criterion after the intervention. The findings suggest that game integration can make participation more immediate, challenging, and socially interactive when games remain connected to disciplinary content. The study supports a classroom-improvement interpretation rather than a generalized causal claim. The findings support culturally responsive game design when play is linked explicitly to civic reflection and discussion.