Analisis Kesiapan Implementasi LKPD Berbasis Gamifikasi  dalam Pembelajaran Bahasa Indonesia: Perspektif Guru dan Siswa

Mila Karmila; Nurhikmah H; Abdul Hakim

doi:10.71094/vkj.v4i1.228

Authors

Mila Karmila Program Studi Teknologi Pendidikan, Universitas Negeri Makassar, Indonesia
Nurhikmah H Program Studi Teknologi Pendidikan, Universitas Negeri Makassar, Indonesia
Abdul Hakim Program Studi Teknologi Pendidikan, Universitas Negeri Makassar, Indonesia

DOI:

https://doi.org/10.71094/vkj.v4i1.228

Keywords:

Gamification, Implementation Readiness, Student Engagement, Student Worksheets, Indonesian Language Learning

Abstract

This study aims to analyze the readiness for implementing gamification-based Student Worksheets (LKPD) in Indonesian language learning from the perspectives of students and teachers as an effort to enhance student engagement. The study employed a descriptive survey with qualitative support approach using a quantitative descriptive method supported by qualitative data. The participants consisted of 30 eleventh-grade students and one Indonesian language teacher at SMA Negeri 28 Bone. Data were collected through a Likert-scale questionnaire and structured interviews. The research instrument consisted of 25 statements that demonstrated satisfactory validity, with item correlation coefficients exceeding the critical r-value of 0.361, and very high reliability, with a Cronbach’s Alpha coefficient of 0.91. Data were analyzed using descriptive percentages, mean scores, and qualitative data analysis involving data reduction, data presentation, and conclusion drawing. The results showed that students’ learning motivation was categorized as moderate (61%), student engagement was low (59%), and the use of learning media was low (57%). In contrast, students’ responses to gamification were high (81%), while the need for innovative Student Worksheets was very high (89%). The gap between the current condition of learning media and students’ ideal needs reached 32%. Interview findings indicated that the teacher was receptive to instructional innovation, although implementation was constrained by limited school facilities. These findings highlight the strong potential of gamification-based Student Worksheets as an adaptive instructional innovation to enhance student engagement and support sustainable Indonesian language learning.

Downloads

Download data is not yet available.

References

Bai, S., Hew, K. F., & Huang, B. (2020). Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts. Educational Research Review, 30, 100322. https://doi.org/10.1016/j.edurev.2020.100322

Bond, M., Bedenlier, S., Marín, V. I., & Händel, M. (2021). Emergency remote teaching in higher education: Mapping the first global online semester. International Journal of Educational Technology in Higher Education, 18(1), 50. https://doi.org/10.1186/s41239-020-00282-x

David, L., & Weinstein, N. (2023). A gamified experiential learning intervention for engaging students through satisfying needs. Simulation & Gaming, 54(1), 3–29. https://doi.org/10.1177/10468781231174614

Dichev, C., & Dicheva, D. (2017). Gamifying education: What is known, what is believed and what remains uncertain: A critical review. International Journal of Educational Technology in Higher Education, 14, 9. https://doi.org/10.1186/s41239-017-0042-5

Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in education: A systematic mapping study. Educational Technology & Society, 18(3), 75–88.

Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? A literature review of empirical studies on gamification. In 2014 47th Hawaii International Conference on System Sciences (3025–3034). IEEE. https://doi.org/10.1109/HICSS.2014.377

Henrie, C. R., Halverson, L. R., & Graham, C. R. (2015). Measuring student engagement in technology-mediated learning: A review. Computers & Education, 90, 36–53. https://doi.org/10.1016/j.compedu.2015.09.005

Hew, K. F., Bai, S., Huang, W., Dawson, P., Du, J., & Huang, G. (2024). Gamification enhances student intrinsic motivation, perceptions of autonomy and relatedness, but minimal impact on competency: A meta-analysis and systematic review. Educational Technology Research and Development, 72, 765–796. https://doi.org/10.1007/s11423-023-10337-7

Klock, A. C. T., Gasparini, I., Pimenta, M. S., & Hamari, J. (2022). Tailored gamification: A review of literature and future directions. Computers in Human Behavior, 127, 107057. https://doi.org/10.1016/j.chb.2021.107057

Nkomo, L. M., Daniel, B. K., & Butson, R. J. (2021). Synthesis of student engagement with digital technologies: A systematic review of the literature. International Journal of Educational Technology in Higher Education, 18, 34. https://doi.org/10.1186/s41239-021-00270-1

Ramírez Ruiz, J. J., Vargas Sanchez, A. D., & Boude Figueredo, O. R. (2024). Impact of gamification on school engagement: A systematic review. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1466926

Redmond, P., Heffernan, A., Abawi, L., Brown, A., & Henderson, R. (2021). An online engagement framework for higher education. Online Learning, 25(1), 183–204. https://doi.org/10.24059/olj.v25i1.2316

Sailer, M., & Homner, L. (2020). The gamification of learning: A meta-analysis. Educational Psychology Review, 32(1), 77–112. https://doi.org/10.1007/s10648-019-09498-w

Sailer, M., Hense, J. U., Mayr, S. K., & Mandl, H. (2017). How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Computers in Human Behavior, 69, 371–380. https://doi.org/10.1016/j.chb.2016.12.033

Schindler, L. A., Burkholder, G. J., Morad, O. A., & Marsh, C. (2021). Computer-based technology and student engagement: A critical review of the literature. International Journal of Educational Technology in Higher Education, 18, 13. https://doi.org/10.1186/s41239-021-00268-9

Seaborn, K., & Fels, D. I. (2015). Gamification in theory and action: A survey. International Journal of Human-Computer Studies, 74, 14–31. https://doi.org/10.1016/j.ijhcs.2014.09.006

Shi, Y., & Hasim, Z. (2023). Examining the effectiveness of gamification as a tool promoting teaching and learning in educational settings: A meta-analysis. Frontiers in Psychology, 14, 1253549. https://doi.org/10.3389/fpsyg.2023.1253549

Subhash, S., & Cudney, E. A. (2018). Gamified learning in higher education: A systematic review of the literature. Computers in Human Behavior, 87, 192–206. https://doi.org/10.1016/j.chb.2018.05.028

Wong, Z. Y., & Liem, G. A. D. (2022). Student engagement: Current state of the construct, conceptual refinement, and future research directions. Educational Psychology Review, 34, 107–138. https://doi.org/10.1007/s10648-021-09628-3

Yildirim, I. (2021). The effects of gamification-based teaching practices on student achievement and student engagement: A meta-analysis study. Education and Information Technologies, 26, 4565–4587. https://doi.org/10.1007/s10639-021-10409-1

Zeng, J., Sun, D., Looi, C.-K., & Fan, A. C. W. (2024). Exploring the impact of gamification on students’ academic performance: A comprehensive meta-analysis of studies from the year 2008 to 2023. British Journal of Educational Technology, 55, 2478–2502. https://doi.org/10.1111/bjet.13471

Zhang, S., & Hasim, Z. (2023). Gamification in EFL/ESL instruction: A systematic review of empirical research. Frontiers in Psychology, 13, 1030790. https://doi.org/10.3389/fpsyg.2022.1030790