Supporting the Kinesthetic Learning Style through BINGO Puzzle Emoji (NGOPI) in Pancasila Education: A Case Study in Grade IX F at SMP Negeri 16 Surabaya
DOI:
https://doi.org/10.59944/postaxial.v3i4.2365Keywords:
BINGO Puzzle Emoji, game-based learning, kinesthetic learning style, NGOPI, Pancasila Education, student engagementAbstract
Learning styles are commonly grouped into three types, namely visual, auditory, and kinesthetic, or four when read/write is added as in the VARK model. Each style has weaknesses when it becomes the only route to learning. Visually driven lessons easily turn students into passive receivers and copiers of information, auditory lessons depend on concentration because spoken explanations fade quickly, and read/write lessons keep students tied to text. The kinesthetic style, learning through movement, touch, and hands-on practice, rarely gets room in class, including in Pancasila Education, a subject full of abstract concepts. This study shows how the kinesthetic style can be specifically supported in Pancasila Education through BINGO Puzzle Emoji (NGOPI). NGOPI is a bingo-format group game in which students match emoji puzzles with sample pictures, take turns ringing a bell in an orderly way, and answer questions on a BINGO worksheet in turn until two bingo lines are formed. The game effectively supports kinesthetic learners because it requires hand movement, quick responses, and turns that cannot be delegated, while visual and auditory elements remain through pictures, the worksheet, discussion, and presentations. This qualitative case study was conducted in Grade IX F at SMP Negeri 16 Surabaya (31 students). A diagnostic assessment showed a dominant visual style (mean 12.8), auditory second (10.7), and kinesthetic lowest (5.5), while observation showed that some students were passive, rode on their group’s name, and misused artificial intelligence (AI). Data came from the diagnostic assessment, classroom observation, and the teacher’s reflection. Every student contributed in turn, off-task talk decreased, reliance on AI declined, and enthusiasm increased. The impact is felt by students through engagement and social-emotional competence, by the teacher through data- and observation-based decisions, and by the school through a low-cost, replicable good practice.
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