GAMIFIKASI UNTUK PENDIDIKAN: PEMBELAJARAN KIMIA YANG MENYENANGKAN PADA MASA PANDEMIC COVID-19

Authors

  • Achmad Lutfi Universitas Negeri Surabaya http://orcid.org/0000-0002-1323-7483
  • Nur Qurrotur Aini Universitas Negeri Surabaya
  • Nurul Amalia Universitas Negeri Surabaya
  • Putri Amiratul Umah Universitas Negeri Surabaya
  • Maissy Diana Rukmana Universitas Negeri Surabaya

DOI:

https://doi.org/10.23887/jpk.v5i2.38486

Keywords:

daring, gamifikasi, pandemi covid 19, pembelajaran kimia, permainan

Abstract

Pembelajaran kimia secara daring dikeluhkan karena terasa bosan oleh peserta didik sehingga perlu upaya agar tercipta pembelajaran yang menyenangkan. Tujuan penelitian ini untuk menganalisis efektifitas penggunaan permainan bersarana smartphone atau computer sebagai media pembelajaran kimia di era pandemi covid 19. Jenis penelitian ini merupakan penelitian eksperimen dengan desain the posttest-only control group. Penelitian telah dilakukan terhadap empat kelas peserta didik SMA, pembelajaran kimia dilakukan dengan menggunakan permainan sebagai media pembelajaran. Sebelum pembelajaran dilakukan pretest, dan setelah pembelajaran secara daring dilakukan posttest dan pemberian angket. Skor hasil pembelajaran dianalisis dengan bantuan program SPSS untuk mengetahuan kenaikan hasil belajar dan tingkat ketuntasannya, sedangkan hasil angket disajikan dalam prosentasi dan dianalisi secara deskripsi. Hasil penelitian menunjukkan ada perbedaan antara hasil belajar sebelum (pretest) dengan hasil belajar sesudah pembelajaran (posttest), ketuntasasan dapat tercapai dan peserta didik merasakan pembelajaran kimia dengan permainan sebagai media pembelajaran dapat memberikan semangat belajar dan dapat menghibur diri, dirasakan menyenangkan selama pembelajaran. Peserta didik mendukung penggunaan permainan sebagai media pembelajaran selama belajar di rumah, sehingga permainan dapat digunakan sebagai alternatif media pembelajaran kimia pada masa pandemi covid-19.

References

Agarwal, M., & Saha, S. (2011). Learning chemistry through puzzle based game: Atoms to Molecule. IEEE, 189–193. https://doi.org/10.1109/ICETA.2011.6112613.

Alexander, C., Wyatt-Smith, C., & Du Plessis, A. (2020). The role of motivations and perceptions on the retention of inservice teachers. Teaching and Teacher Education, 96, 103186. https://doi.org/10.1016/j.tate.2020.103186.

Arief Kresna dan Juni Ahyar. (2020). Pengaruh Physical Distancing dan Social DistancingTerhadap Kesehatan Dalam Pendekatan Linguistik. Jurnal Syntax Transformation, 1(4), 14–18. http://jurnal.globalhealthsciencegroup.com/index.php/JPPP/article/download/83/65%0Ahttp://www.embase.com/search/

Aysolmaz, B., & Reijers, H. A. (2021). Animation as a dynamic visualization technique for improving process model comprehension. Information and Management, 58(5), 103478. https://doi.org/10.1016/j.im.2021.103478.

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.

Baptista, G., & Oliveira, T. (2019). Gamification and serious games: A literature meta-analysis and integrative model. Computers in Human Behavior, 92, 306–315. https://doi.org/10.1016/j.chb.2018.11.030.

Budiariawan, I. P. (2019). Hubungan Motivasi Belajar Dengan Hasil Belajar Pada Mata Pelajaran Kimia. Jurnal Pendidikan Kimia Indonesia, 3(2), 103–111. https://doi.org/10.23887/jpk.v3i2.21242.

Cadavid, J. n. M., & Corcho, A. s. F. P. (2018). Competitive programming and gamification as strategy to engage students in computer science courses. Revista ESPACIOS, 39(35). http://www.revistaespacios.com/a18v39n35/18393511.html.

Cahyana, C., Paristiowati, M., Savitri, A., & Hasyrin, S. N. (2017). Developing and application of mobile game based learning (M-GBL) for high school students’ performance in chemistry. Journal of Mathematics, Science and Technology Education, 13(10), 7037–7047. https://doi.org/10.12973/ejmste/78728.

Carrillo, D. ., Carcia, A. ., Laguna, T. ., Magan, G. ., Alberto, J., & Morena, L. (2019). Using gamification in a teaching innovation project at the University of Alcalá: A new approach to experimental science practices. The Electronic Journal of E-Learning, 17(2), 93–106. https://doi.org/10.34190/JEL.17.2.03.

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(36). https://doi.org/10.1186/s41239-017-0042-5.

Estiani, W., Widiyatmoko, A., & Sarwi. (2015). Pengembangan Media Permainan Kartu Uno Untuk Meningkatkan Pemahaman Konsep Dan Karakter Siswa Kelas VIITema Optik. Unnes Science Education Journal, 4(1), 711–719. https://doi.org/10.15294/usej.v4i1.4974.

Gopal, R., Singh, V., & Aggarwal, A. (2021). Impact of online classes on the satisfaction and performance of students during the pandemic period of COVID 19. Education and Information Technologies, 0123456789, 1–25. https://doi.org/10.1007/s10639-021-10523-1.

Green, J. K., Burrow, M. S., & Carvalho, L. (2020). Designing for Transition: Supporting Teachers and Students Cope with Emergency Remote Education. Postdigital Science and Education, 2(3), 906–922. https://doi.org/10.1007/s42438-020-00185-6.

Guay, F., Chanal, J., Ratelle, C. F., Marsh, H., Larose, S., & Boivin, M. (2010). Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children. British Journal of Educational Psychology, 80(4), 711–735. https://doi.org/10.1348/000709910X499084.

Gustiana, A. D., & Puspita, R. D. (2020). The Effect of Educative Games on the Physical Fitness of Kindergarten Children. Jurnal Pendidikan Jasmani Dan Olahraga, 5(2), 149 – 154. https://doi.org/10.17509/jpjo.v5i2.24518.

Huang, B., & Hew, K. F. (2018). Implementing a theory-driven gamification model in higher education flipped courses: Effects on out-of-class activity completion and quality of artifacts. Computers & Education, 125, 254–272. https://doi.org/10.1016/j.compedu.2018.06.018.

Iswandari, S. N., Copriady, J., Noer, A. M., & Albeta, S. W. (2020). Development Of E-Modul Based On Moodle In Hydrocarbon Topic. Jurnal Edusains, 12(1), 81–88. https://doi.org/10.15408/es.v12i1.11503.

Jamie, A. H. (2020). Hand Washing Practices among Health Care Workers in Jugal Hospital, Harar, Ethiopia, 2020: In the Era of Corona Virus: Observational Study. Journal of Antivirals & Antiretrovirals Researc, 12, 5–9. https://doi.org/10.35248/1948-5964.20.12.197.

Kartini, K. S., & Putra, I. N. T. A. (2020). Respon Siswa Terhadap Pengembangan Media Pembelajaran Interaktif Berbasis Android. Jurnal Pendidikan Kimia Indonesia, 4(1), 12–19. https://doi.org/10.23887/jpk.v4i1.24981.

Kuo, M. ., & Chuang, T. . (2016). How gamification motivates visits and engagement for online academic dissemination – An empirical study. Computers in Human Behavior, 55, 16–27. https://doi.org/10.1016/j.chb.2015.08.025.

Lapitan, L. D., Tiangco, C. E., Sumalinog, D. A. G., Sabarillo, N. S., & Diaz, J. M. (2021). An effective blended online teaching and learning strategy during the COVID-19 pandemic. Education for Chemical Engineers, 35, 116–131. https://doi.org/10.1016/j.ece.2021.01.012.

Lau, L. L., Hung, N., Go, D. J., Ferma, J., Choi, M., Dodd, W., & Wei, X. (2020). Knowledge, attitudes and practices of COVID-19 among income-poor households in the Philippines: A cross-sectional study. Journal of Global Health, 10(1), 1–11. https://doi.org/10.7189/JOGH.10.011007.

Musi, M. A., Sadaruddin, & Mulyadi. (2017). Implementasi Permainan Edukatif Berbasis Budaya Lokal Untuk Mengenal Konsep Bilangan Pada Anak. Jurnal Pendidikan Anak Usia Dini, 1(2), 117–128. https://doi.org/10.24853/yby.1.2.117-128.

Nordby, A., Ygardslia, K., Sverdrup, U., & Sverdrup, H. (2016). The art of gamification; teaching sustainability and system thinking by pervasive game development. Electronic Journal of E-Learning, 14(3), 152–168. https://academic-publishing.org/index.php/ejel/article/view/1752.

Nugrahaeni, A., Redhana, I. W., & Kartawan, I. M. A. (2017). Penerapan Model Pembelajaran Discovery Learning untuk Meningkatkan Kemampuan Berpikir Kritis dan Hasil Belajar Kimia. Jurnal Pendidikan Kimia Indonesia, 1(1), 23–29. https://doi.org/10.23887/jpk.v1i1.12808.

Olsson, M., Mozelius, P., & Collin, J. (2015). Visualisation and Gamification of e‑Learning and Programming Education. Electronic Journal of E-Learning, 13(6), 452–465. https://www.academic-publishing.org/index.php/ejel/article/view/1947.

Papadakis, S., Trampas, A. M., Barianos, A. K., Kalogiannakis, M., & Vidakis, N. (2020). Evaluating the Learning Process: The “ThimelEdu” Educational Game Case Stud. CSEDU, 2, 290–298. https://www.scitepress.org/Papers/2020/93799/93799.pdf.

Pinasti, F. (2020). Analisis Dampak Pandemi Corona Virus Terhadap Tingkat Kesadaran. Wellnes and Healthy Magazine, 2(2), 237–249. https://doi.org/10.30604/well.022.82000107.

Pitaloka, D. L., Dimyati, D., & Edi, P. (2021). Peran Guru dalam Menanamkan Nilai Toleransi pada Anak Usia Dini di Indonesia. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(2), 1696–1705. https://doi.org/10.31004/obsesi.v5i2.972.

Pratama, H., Maduretno, T. W., & Yusro, A. C. (2021). Online Learning Solution: Ice Breaking Application to Increase Student Motivation. Journal of Educational Science and Technology (EST), 7(1), 117–125. https://doi.org/10.26858/est.v7i1.19289.

Putrantana, A. B., Hariyanto, E., & Saichudin, S. (2020). Uji Kelayakan Bahan Ajar Berbasis Multimedia Interaktif untuk Siswa Sekolah Dasar pada Materi PermainanTradisional. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 5(6). https://doi.org/10.17977/jptpp.v5i6.13584.

Rastegarpour, H., & Marashi, P. (2012). The effect of card games and computer games on learning chemistry concepts. Procedia-Social and Behavioral Sciences, 31, 597–601. https://doi.org/10.1016/j.sbspro.2011.12.111.

Ristiyani, E., & Bahriah, E., S. (2016). Analisis Kesulitan Belajar Kimia Peserta didik di SMAN X Kota Tangerang Selatan. Jurnal Penelitian Dan Pembelajaran IPA, 2(1), 18–29. https://doi.org/10.30870/jppi.v2i1.431.

Safitri, R. W., Primiani, C. N., & Hartini, H. (2018). Pengembangan Media Flashcard Tematik Berbasis Permainan Tradisional Untuk Kelas IV Sub Tema Lingkungan Tempat Tinggalku. Pendidikan Dasar Dan Pembelajaran, 8(1), 11. https://doi.org/10.25273/pe.v8i1.1332.

Sanchez, D., Langer, M., & Kaur, R. (2020). Gamification in the classroom: Examining the impact of gamified quizzes on student learning. Computers & Education, 144, 103666. https://doi.org/10.1016/j.compedu.2019.103666.

She, H. ., & Annetta, L. . (2015). Game immersion experience: its hierarchical structure and impact on game-based science learning. Journal of Computer Assisted Learning, 31(3), 232–253. https://doi.org/10.1111/jcal.12066.

Sudiana, I. K. S., Suja, I. W., & Mulyani, I. (2019). Analisis Kesulitan Belajar Kimia Siswa Pada Materi Kelarutan Dan Hasil Kali Kelarutan. Jurnal Pendidikan Kimia Indonesia, 3(1), 7. https://doi.org/10.23887/jpk.v3i1.20943.

Suryati, T., Suryana, & Kusnendi. (2019). The Effect of E-Learning Based on Schoology and Student Interest to Metacognitive Thinking Skill of Vocational High School Students in Archival Subject. International Journal of Research & Review, 6(12), 397–404.

Tomita, K. (2018). Does the Visual Appeal of Instructional Media Affect Learners’ Motivation Toward Learning? TechTrends, 62(1), 103–112. https://doi.org/10.1007/s11528-017-0213-1.

Wasonowati. (2014). Penerapan Model Problem Based Learning (PBL) Pada Pembelajaran Hukum -Hukum Dasar Kimia ditinjau dari Aktivitas Dan Hasil Belajar Siswa Kelas X IPA SMA Negeri 2 Surakarta Tahun Pelajaran2013/2014”. Jurnal Pendidikan Kimia (JPK), 3(3). https://jurnal.fkip.uns.ac.id/index.php /kimia/article/view/4244.

Witasari, O., & Wiyani, N. A. (2020). Permainan Tradisional untuk Membentuk Karakter Anak Usia Dini. JECED : Journal of Early Childhood Education and Development, 2(1), 52–63. https://doi.org/10.15642/jeced.v2i1.567.

Yulianingsih, W., Suhanadji, Nugroho, R., & Mustakim. (2021). Keterlibatan Orangtua dalam Pendampingan Belajar Anak selama Masa Pandemi Covid-19. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(2), 1138–1150. https://doi.org/10.31004/obsesi.v5i2.740.

Yunitasari, P. F., & Agustini, R. (2013). Pengembangan Media Permainan 7 Icon Chemistry Pada Materi Pokok Ikatan Kimia Untuk Meningkatkan Hasil Belajar Peserta didik Kelas X SMA. Unesa Journal of Chemical Education, 1(3), 98–102. https://core.ac.uk/reader/230683630.

Zahro, N. M., & Lutfi, A. (2021). Students’ Well-Being and Game Implementation in Learning Chemistry in Merdeka Belajar Era. Jurnal Pendidikan Kimia Indonesia, 5(1), 34–43. https://doi.org/10.23887/jpk.v5i1.30127.

Zainuddin, Z., Chu, K., Shujahat, M., & Perera, C. (2020). The impact of gamification on learning and instruction: A systematic review of empirical evidence. Educational Research Review, 30, 100326. https://doi.org/10.1016/j.edurev.2020.100326.

Downloads

Published

2021-10-16

How to Cite

Lutfi, A., Aini, N. Q., Amalia, N., Umah, P. A., & Rukmana, M. D. (2021). GAMIFIKASI UNTUK PENDIDIKAN: PEMBELAJARAN KIMIA YANG MENYENANGKAN PADA MASA PANDEMIC COVID-19. Jurnal Pendidikan Kimia Indonesia, 5(2), 94–101. https://doi.org/10.23887/jpk.v5i2.38486

Issue

Section

Articles