Published date: Sep 28 2022

Journal Title: KnE Social Sciences

Issue title: 4th International Conference on Education and Social Science Research (ICESRE)

Pages: 615–625

DOI: 10.18502/kss.v7i14.12015

Sari Yustianasari.yustiana@unissula.ac.idUniversitas Islam Sultan Agung

Yunita SariUniversitas Islam Sultan Agung

The purpose of this study was to describe how games can be used to learn value clarification techniques (VCT). Affective learning is centered on cognitive learning and so it is not often applied in class. Affective learning is usually only carried out by teachers in schools, particularly in elementary schools, if there are problems with student attitudes, and only advice and rules are given. This is based on the idea that unwanted attitudes can be prevented. Affective learning is needed in the classroom as a way to manage attitudes, and it can involve interesting games to be more embedded in student’s learning. Using VCT in affective learning differs from cognitive or psychomotor learning because of its focus on values. The implementation of VCT using games is done by providing a stimulus in the form of a moral dilemma that students must solve. This approach must take into account the advantages and disadvantages of implementing games in the classroom.

Keywords: games, VCT, effective learning, elementary school

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