Application of Gamification in Ethnic Excellence-Based Character Education Programs

Abstract

This paper describes how the game is a tool to support the strengthening of character education for its users. In implementing the Independent Learning Education, Merdeka Campus, Bandung State Polytechnic, collaborated with the industry to apply gamification to the concept of character education and the nation's cultural values. Some of the objectives of this gamification activity are: (a) Getting the ethnic group’s information; (b) Providing users inspiration to develop themselves; (c) Growing a better direction mindset. The game developed is a web-based application (online gamification), so as many students/students and lecturers as possible can use the game to support strengthening character education and the nation's cultural values. The manual version of the video game content (prototype) is available, namely the 2021 research output containing Pancasila character content based on ethnic excellence. The elements of educational content in online gamification contain the results of identifying the prominent characters of 10 ethnic groups in Indonesia with the largest population (Dayak, Madura, Jawa, Sunda, Baduy, Batak, Banjar, Minahasa, Betawi, Minang). This study used three approaches which are Qualitative-Explorative, Qualitative-Descriptive, and Evaluation. The method used to know how gamification was implemented in character education and the nation's cultural values. It is hoped that gamification can integrate into the learning process for compulsory national subjects. Thus, students can become users and a market for the gamification industry.

Pengembangan Gamifikasi Pada Pelajaran Matematika Sd Dengan Metode Addie Untuk Meningkatkan Minat Belajar Siswa

“…Penelitian ini memiliki kemiripan dalam aspek yang disasar pada penelitian terdahulu yaitu motivasi dan ketertarikan. Berdasarkan Tabel 1 terdapat 7 penelitian terdahulu yang memiliki kemiripan dengan aspek yang disasar pada motivasi, yaitu penelitian yang dilakukan oleh [15], [21], [23], [25], [27] - [29]. Sedangkan kemiripan pada aspek minat atau ketertarikan terdapat pada 2 penelitian terdahulu, yaitu penelitian [28], [29].…”

“…Terdapat 9 penelitian yang sama menggunakan elemen poin yaitu [11], [15], [21]- [23], [26]- [29]. Pada elemen gamifikasi tantangan, terdapat 4 penelitian yang sama menggunakan yaitu [11], [15], [25], [29]. Sedangkan elemen tekanan waktu hanya memiliki kesamaan dengan penelitian [22].…”