Research-backed study finds oodlü can support improved science learning outcomes
We are delighted to share another piece of independent education research involving oodlü.
A 2024 study by Erani Sulistiyawati and Rusnilawati from Universitas Muhammadiyah Surakarta, Indonesia, explored the use of Problem-Based Learning supported by oodlü digital media to improve primary school students’ learning outcomes in IPAS, which includes science and general studies.
The research, published in Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda), focused on Grade IV students at SDN Mangkubumen Kidul No. 16 in Surakarta, Central Java. The researchers compared two groups of students: one group learned through a Problem-Based Learning model using oodlü, while the other used a more conventional learning model supported by PowerPoint.
The study was small, with 30 students in total, but the findings were encouraging.
Students in the oodlü-supported Problem-Based Learning group achieved a higher average post-test score than the control group. The experimental group scored 73.6, compared with 65.6 in the control group. The study also reported a medium improvement in the experimental group’s pre-test to post-test results, with an N-gain score of 0.6609.
What is particularly interesting is how oodlü was used.
This was not simply a case of putting questions on a screen. The researchers placed oodlü within a wider active learning model. Students began with real-world problems, worked collaboratively in groups, carried out investigations, presented their findings, reflected on the material, and then used oodlü as part of the learning and assessment process.
That matters because oodlü works best when it supports good teaching rather than replacing it. In this study, oodlü helped add variety, interaction and game-based engagement to a structured learning process. The paper describes how this helped reduce monotony, increase active involvement and make the learning process more effective and enjoyable.
The researchers concluded that combining oodlü media with Problem-Based Learning can be an effective alternative learning method for improving elementary school students’ academic achievement. They also noted that appropriate learning media can increase students’ enthusiasm for learning, which contributes to better outcomes.
We would like to sincerely thank Erani Sulistiyawati, Rusnilawati, Universitas Muhammadiyah Surakarta, and the participating school for including oodlü in this work.
It is always meaningful to see oodlü used in thoughtful classroom research, especially when it is being combined with strong pedagogy and active learning. This study is another useful example of how game-based digital media can support teachers in creating more engaging, student-centred learning experiences.
Research cited:
Sulistiyawati, E. & Rusnilawati. (2024). Problem-Based Learning Model Using oodlü Digital Media On Learning Outcomes. Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar, 7(3), 140–151.