Serious Game Development for Children Learning to Read Using SAS Strategies Bambang Robi^in, Wahyu Pujiyono, Siwi Purwanti, Jesicha Hety Manika
Universitas Ahmad Dahlan
Abstract
Reading and writing at the elementary school level are part of language skills. Based on a survey at SD Muhammadiyah Ambarketawang 3 and SDN Balirejo in Yogyakarta, we found problems in elementary schools: more than 60% of grade 1 students could not read, and grade 2 students could not read fluently. The problems are due to the lack of attention and guidance from parents at home, lack of interest in student learning, at least the duration of student learning hours, and not maximally fulfilling student learning needs due to the COVID-19 pandemic, so learning strategies and learning styles change. Many game applications have been developed, but only some are effective and suitable for improving students^ reading learning. Student learning styles are heavily influenced by gadget technology that has features to support game applications. Educational games can increase students^ knowledge because they provide learning that can be adapted to students and provide automatic feedback, thereby increasing learning motivation. The analysis results show that two factors influence game-based learning: the gameplay factor (how to play) and the storyline (game story). In developing games that effectively improve children^s reading skills, it is necessary to adopt appropriate learning techniques to design content, gameplay, and storylines. One of these techniques is SAS. The learning strategy using the Synthetic Analytical Structure method is an effective method to improve the ability to learn to read and write initially. This research focuses on developing ^alfabeta^ games using SAS strategies to learn to read in a fun way.
Keywords: Serious Game- SAS- Learn to read- GDLC- Alafabeta
