The Effectiveness of Using the Play-Based Learning Strategy in Enhancing the Concept of Mechanical Energy for Fifth-Grade Students

The study aimed to investigate the effectiveness of using the play-based learning strategy in enhancing the concept of mechanical energy among fifth-grade students. To achieve the study's objectives, a purposive sample of students was selected, and the targeted scientific content (mechanical energy, potential energy, kinetic energy, and related applications) was redesigned to align with the play-based learning strategy. Realistic and alternative tools – formative and summative – were also designed to collect data. After that, the data was collected and analyzed descriptively. The results indicated that the students' scores ranged between 46 and 54 out of a total score of 54. While the overall average performance of the study sample was 51.3 out of 54, six students achieved the full score of 54/54. The results also indicated that the students who scored high were the most engaged, participative, and interactive during the games, activities, and teaching events. In light of these results, the study recommends the importance of activating learning through play in teaching physics and other subjects, and training teachers to design lessons using creative and innovative games that stimulate and enhance students while considering their diversity.