Educational Games based on the Contextual Teaching Learning (CTL) Approach: Increasing Motivation & Critical Thinking for Students in Riau Province

Abstract

Purpose: This research aims to develop interactive multimedia based on educational games using the Contextual Teaching Learning (CTL) approach to enhance students' learning motivation and critical thinking abilities.   Theoretical Reference: Employing the Borg and Gall development model, the study follows stages of identifying potential and problems, data collection, product design, design validation, design revision, product testing, and product revision.   Method: The game design meticulously considers content, language, presentation, graphics, and programming aspects.   Results and Conclusion: Evaluation results demonstrate that the game is of good quality, effectively supports the CTL approach, and has received positive user feedback. Suggested improvements include enhancements in language and sound, use of animated images, additional material, and mobile use considerations.   Implications of Research: The research indicates that further development could make the educational game a valuable tool for increasing student motivation and critical thinking across various educational contexts.   Originality/Value: The integration of the CTL approach within an educational game, validated through a systematic model, highlights its originality and potential value in improving educational outcomes.