Indonesian thesis finds oodlü helped improve critical thinking and collaboration in language learning
We are delighted to share another independent research project involving oodlü, this time focused on critical thinking and collaboration in Indonesian language learning.
A 2022 undergraduate thesis by Putri Amalia Rahayu at Universitas Pendidikan Indonesia explored the use of oodlü with Grade V students at SDN Pasirhuni. The research investigated whether game-based learning using oodlü could help improve students’ critical thinking and collaboration skills during Bahasa Indonesia lessons.
The study began from an important educational challenge. The researcher noted that 21st-century learning requires more than academic achievement alone. Students also need the “4C” skills: critical thinking, communication, collaboration and creativity. However, observations at SDN Pasirhuni suggested that students were not yet being given enough opportunities to develop critical thinking and collaboration in class. Lessons were still largely lecture-based, and students were not yet used to working collaboratively or engaging with higher-order thinking tasks.
The researcher also identified specific challenges in Bahasa Indonesia learning. Some students were passive, some struggled with reading and vocabulary, and some found the subject boring. To address this, the study used game-based learning supported by oodlü as a more interactive, technology-based learning approach.
The research used Classroom Action Research based on the Kemmis and McTaggart model, with cycles of planning, action, observation and reflection. The study involved 30 Grade V students at SDN Pasirhuni and used tests and observation to measure progress.
oodlü was used as a medium for both presenting material and completing group-based tests. Students answered multiple-choice and true/false questions in oodlü, using game modes such as Quick Play, Balloon Drop, Space Defender, Mushroom Jump and Pixel Art Attack. The researcher also used oodlü’s analytics to help assess students’ critical thinking performance.
The results were positive. Across three cycles, students’ critical thinking and collaboration improved. By Cycle III, critical thinking reached 80% in groups 1 and 3, and 90% in group 2. Collaboration across all three groups was rated very good. The thesis concludes that using oodlü helped improve students’ critical thinking and collaboration skills in Indonesian language learning.
This is a particularly encouraging use case for oodlü because it moves beyond simple recall or quiz practice. The study used oodlü as part of a wider classroom strategy to encourage students to think, discuss, decide, cooperate and solve tasks together. In that sense, oodlü supported not just content learning, but also the development of important wider skills.
We would like to thank Putri Amalia Rahayu, Universitas Pendidikan Indonesia, and SDN Pasirhuni for including oodlü in this thoughtful classroom research.
It is always meaningful to see oodlü used by teachers and researchers who are exploring how digital learning can make classrooms more active, more collaborative and more engaging. This study is another reminder that game-based learning can be used not only to make learning more enjoyable, but also to help students practise the skills they need for the future.
Research cited:
Rahayu, P. A. (2022). Penggunaan oodlü untuk meningkatkan keterampilan berpikir kritis dan kolaborasi siswa kelas V Sekolah Dasar Negeri Pasirhuni dalam pembelajaran Bahasa Indonesia. S1 thesis, Universitas Pendidikan Indonesia.