Foundation for the Development of a Digital Game-Assisted Problem-Based Learning Model for Mechanics Physics: A Student Needs Analysis Study

Abstract

Physics learning, particularly abstract Mechanics concepts, often poses significant challenges for students. This preliminary research aims to identify specific challenges and student needs as a robust empirical foundation for the development of an innovative learning model. The study adopted a quantitative descriptive survey method, utilizing a validated structured questionnaire. Participants were 170 eleventh-grade students from two reference state high schools in North Lampung, Indonesia. Data were analyzed using descriptive statistics. Perceptual survey results indicated that the topic "Motion on an Inclined Plane" (M=3.58) was perceived as the most difficult, with the main hindering factors being "concepts are too abstract" (62.0%) and "too many formulas to memorize" (56.0%). Conversely, students showed very high interest in educational games (M=4.78) and interactive simulations (M=4.54). A nuanced gender analysis revealed that male students tended to show slightly higher interest and self-confidence in technology, while female students reported a greater appreciation for collaborative learning. Collectively, these findings conclude a strong student demand for the adoption of more visual and interactive learning methods. This provides a compelling pedagogical and empirical justification for the development of a Digital Game-Assisted Problem-Based Learning Model (PBL-GD). The implementation of this model must therefore consider an inclusive design to bridge the expectations and learning needs of all students, including gender-specific preferences.