Educational card games, creativity, and conceptual understanding in Biology learning

Nisa Nur Azizah; Hayat Sholihin; Lilit Rusyati; Fitri Kania

doi:10.17509/curricula.v5i2.615

Authors

Nisa Nur Azizah Universitas Pendidikan Indonesia
Hayat Sholihin Universitas Pendidikan Indonesia
Lilit Rusyati Universitas Pendidikan Indonesia
Fitri Kania Universitas Pendidikan Indonesia

DOI:

https://doi.org/10.17509/curricula.v5i2.615

Keywords:

conceptual understanding, creativity, educational card games, science education

Abstract

Science learning in junior high schools tends to emphasize memorization over the development of higher-order competencies, and non-digital learning approaches are rarely used. This study aimed to determine the effectiveness of an educational card game in enhancing students' creativity and understanding of Biology. A convergent, quasi-experimental, mixed-methods study was conducted with 31 eighth-grade students in Bandung. The study was conducted over four weeks, with the experimental group designing a card game about the excretory system, while the control group created a conventional poster. Creativity was measured using the CPAM, and conceptual understanding was measured using a multiple-choice test. The results showed that the experimental group had higher creativity across all CPAM dimensions and demonstrated a significant increase in understanding with a moderate N-gain compared to the control group, which only achieved a low category. A strong correlation between creative engagement and conceptual growth suggests a mutually reinforcing relationship. Five qualitative mechanisms were identified: iterative design deepens understanding, peer playtesting provides formative feedback, creative constraints encourage problem-solving, collaborative knowledge construction, and kinesthetic learning through card manipulation. These findings confirm that creating card games is a practical, low-cost strategy for Biology classrooms with limited resources.

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