Development of Temple Run 2 Game as a Media to Train the Focus of Grade V Elementary School Students
DOI:
https://doi.org/10.54069/attadrib.v9i2.1335Keywords:
Educational game, Temple Run 2, student focus, learning media, Elementary schoolAbstract
Learning focus is an important factor in supporting elementary school students’ ability to attend to instructions, process information, remember learning experiences, and complete tasks accurately. However, observations at SD Negeri 064974 Medan indicated that some fifth-grade students were easily distracted, paid limited attention to teachers’ explanations, and required repeated instructions during learning activities. This study aimed to develop Temple Run 2 as a physical game-based learning medium to train the focus of fifth-grade elementary school students and to determine the feasibility and practicality of the developed medium. This study employed a Research and Development (R&D) approach using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation. The research was conducted at SD Negeri 064974 Medan during the even semester of the 2025/2026 academic year. The participants involved a media expert, a material expert, one fifth-grade teacher, and five fifth-grade students. Data were collected through observation, interviews, expert validation sheets, student and teacher response questionnaires, and documentation. The data were analyzed descriptively using percentage calculations. The developed physical game consists of a game banner, colored paths, spoons, marbles, question cards, and a guidebook. The validation results showed that the media obtained a score of 81.67% from the media expert and 91.67% from the material expert, both categorized as very feasible. The practicality results reached 85.5% based on student responses and 85% based on teacher responses, both categorized as very practical. These findings indicate that the developed Temple Run 2 physical game is feasible and practical as a supporting medium for training students’ focus through activities involving attention, memory, concentration, accuracy, and the ability to follow instructions. The implication of this study is that physical game-based media can provide an active and engaging alternative for supporting focus-related learning activities in elementary schools. However, further research involving larger participants and experimental or pretest-posttest designs is needed to examine its effectiveness in improving students’ focus.
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