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Abstract
Background: Pendekatan Gamification diduga dapat memberikan lingkungan belajar yang lebih menyenangkan, membuat siswa lebih berperan aktif, dan merangsang siswa untuk mengorganisasikan pengetahuan yang telah didapat menjadi satu kesatuan yang utuh sehingga terasa menjadi lebih bermakna. Penggunaan Gamification dalam pembelajaran masih jarang digunakan karena guru masih belum banyak mengetahui tentang pendekatan ini sehingga persepsi guru mengenai Gamification masih tergolong rendah Metode: Metode yang digunakan dalam kegiatan ini adalah metode survey disertai dengan metode pembelajaran pengalaman (experiential learning). Hasil: Berdasarkan data yang didapatkan dari hasil pre-test dan post-test, persepsi guru mengenai penggunaan Gamification mengalami perubahan menjadi lebih positif setelah mendapatkan pemaparan mengenai Gamification di kegiatan webinar. Dari total responden 94 orang, terdapat 10 orang responden yang persepsinya mengalami perubahan menjadi lebih positif. Berdasarkan hasil uji t-berpasangan diperoleh hasil bahwa hasil pre-test dan post-test berbeda nyata dengan nilai signifikansi 0,037. Kesimpulan: terjadi perubahan persepsi guru mengenai penggunaan Gamification setelah mengikuti kegiatan webinar.
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© 2022 Oleh authors. Lisensi Jurnal Solma, LPPM-Uhamka, Jakarta. Artikel ini bersifat open access yang didistribusikan di bawah syarat dan ketentuan Creative Commons Attribution (CC BY) license. (http://creativecommons.org/licenses/by/4.0/).
References
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References
Achmat, Z. (2005). Efektifitas Pelatihan Pengembangan Kepribadian dan Kepemimpinan dalam Meningkatkan Kepercayaan Diri Mahasiswa Baru UMM Tahun 2005/2006.
Adukaite, A., van Zyl, I., Er, Åž., & Cantoni, L. (2017). Teacher perceptions on the use of digital gamified learning in tourism education: The case of South African secondary schools. Computers and Education, 111, 172–190. https://doi.org/10.1016/j.compedu.2017.04.008
Alabbasi, D. (2017). Exploring graduate students' perspectives towards using gamification techniques in online learning. Turkish Online Journal of Distance Education, 18(3), 180–196. https://doi.org/10.17718/tojde.328951
Barata, G., Gama, S., Jorge, J., & Gonçalves, D. (2013). Improving participation and learning with gamification. ACM International Conference Proceeding Series, 10–17. https://doi.org/10.1145/2583008.2583010
Bourgonjon, J., De Grove, F., De Smet, C., Van Looy, J., Soetaert, R., & Valcke, M. (2013). Acceptance of game-based learning by secondary school teachers. Computers and Education, 67, 21–35. https://doi.org/10.1016/j.compedu.2013.02.010
Da Rocha Seixas, L., Gomes, A. S., & De Melo Filho, I. J. (2016). Effectiveness of gamification in the engagement of students. Computers in Human Behavior, 58, 48–63. https://doi.org/10.1016/j.chb.2015.11.021
De Grove, F., Bourgonjon, J., & Van Looy, J. (2012). Digital games in the classroom? A contextual approach to teachers' adoption intention of digital games in formal education. Computers in Human Behavior, 28(6), 2023–2033. https://doi.org/10.1016/j.chb.2012.05.021
Deterding, S., Dixon, D., Khaled, R., A., & Nacke, L. (2011). From game design elements to gamefulness: defining gamification. Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, 9–15.
Fowlie, J. (2000). Emotional Intelligence: The Role of Self-Confidence in Preparing Business School Undergraduates for Placement/Employment. [Internet]. http://www.herts.ac.uk
Gorder, L. M. (2008). A Study of Teacher Perceptions of Instructional Technology Integration in the Classroom. Delta Pi Epsilon, 2, 63–76.
Greenway, R. (2005). Experiential Learning Cycles.
Hamari, J., & Nousiainen, T. (2015). Why do teachers use game-based learning technologies? The role of individual and institutional ICT readiness. Proceedings of the Annual Hawaii International Conference on System Sciences, 2015-March, 682–691. https://doi.org/10.1109/HICSS.2015.88
Hanus, M. D., A., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152–161.
Li, S. C. S., & Huang, W. C. (2016). Lifestyles, innovation attributes, and teachers' adoption of game-based learning: Comparing non-adopters with early adopters, adopters and likely adopters in Taiwan. Computers and Education, 96, 29–41. https://doi.org/10.1016/j.compedu.2016.02.009
Mundy, M. A., Kupczynski, L., & Kee, R. (2012). Teacher's perceptions of technology use in the schools. SAGE Open, 2(1), 1–8. https://doi.org/10.1177/2158244012440813
Piet van den Boer. (n.d.). Introduction.
Sánchez-Mena, A., & Martí-Parreño, J. (2017). Drivers and barriers to adopting gamification: Teachers' perspectives. Electronic Journal of E-Learning, 15(5), 434–443.
Teo, T., Milutinović, V., & Zhou, M. (2016). Modelling Serbian pre-service teachers' attitudes towards computer use: A SEM and MIMIC approach. Computers and Education, 94, 77–88. https://doi.org/10.1016/j.compedu.2015.10.022