Project-Based Learning dengan Pendekatan Gamifikasi: Untuk Pembelajaran yang Menarik dan Efektif

Khuluq, Khusnul; Kuswandi, Dedi; Soepriyanto, Yerry

doi:10.17977/um038v6i22023p072

Cited by 3 publications

(2 citation statements)

References 41 publications

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“…The findings of this study are consistent with those of earlier educational technology research, which demonstrate that using a project-based learning strategy coupled with collaborative learning improves students' cognitive abilities, including their capacity for concept-application. (Aifan, 2022;Khuluq et al, 2023).…”

Section: Discussionmentioning

confidence: 99%

Project-based Collaborative Learning on Student Concept-Application with Different Prior Knowledge

Sukmawati

2023

JKTP J. Kaji. Teknol. Pendidik.

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This research was determined the effect of Project-based Collaborative Learning (PBCL), Project-based Learning (PjBL), and conventional learning on students' concept application skills in learning biology, considering the prior knowledge, as well as the interaction between learning strategies and students' prior knowledge. This research was designed as a quasi-experiment using pre-post-test non-equivalent control group One hundred high school students participated as research samples. Observations, tests and documentation were conducted as data collection techniques. Data on students' concept application skills were technically obtained from tests. The data were analyzed using ANCOVA. The statistical test results showed that the learning strategies (PBCL, PjBL, and conventional) significantly affected students' ability to apply biological concepts. The students' prior knowledge results also showed a significant influence on students' ability to apply concepts. The interaction between learning strategies and students' prior knowledge also influences their ability to apply concepts. These findings indicate that PBCL significantly contributes to the concepts understanding in learners' daily lives. However, it is recommended that future research addresses other topics in both elementary and junior high schools. Further research can also focus on measuring higher learning outcomes from concept application, such as concept analysis, synthesis, evaluation, problem solving, and other students' skill abilities.AbstrakTujuan penelitian ini adalah untuk mengetahui pengaruh Project-based Collaborative Learning (PBCL), Project-based Learning (PjBL), dan pembelajaran konvensional terhadap kemampuan penerapan konsep peserta didik dalam pembelajaran biologi, dengan mempertimbangkan konsep pengetahuan awal, serta interaksi antara strategi pembelajaran dan pengetahuan awal yang dimiliki peserta didik. Penelitian ini dirancang dengan jenis quasi eksperimen menggunakan pre-post-test non-equivalent control group. Seratus peserta didik tingkat SMA berpartisipasi sebagai sampel penelitian. Observasi, tes, dan dokumentasi dilakukan sebagai teknik pengumpulan data. Data kemampuan penerapan konsep peserta didik secara teknis diperoleh dari tes. Selanjutnya, data dianalisis menggunakan ANCOVA. Hasil uji statistik menunjukkan strategi pembelajaran (PBCL, PjBL, dan konvensional) berpengaruh signifikan terhadap kemampuan peserta didik dalam menerapkan konsep biologi. Hasil pengetahuan awal peserta didik juga menunjukkan pengaruh signifikan terhadap kemampuan penerapan konsep peserta didik. Interaksi antara strategi pembelajaran dan pengetahuan awal peserta didik juga berpengaruh terhadap kemampuan penerapan konsepnya. Temuan ini menunjukkan bahwa PBCL secara signifikan berkontribusi pada pemahaman konsep dalam kehidupan peserta didik sehari-hari. Namun, disarankan agar penelitian selanjutnya membahas tentang topik lain baik di SD maupun SMP. Penelitian selanjutnya juga dapat berfokus pada pengukuran hasil belajar yang lebih tinggi dari aplikasi konsep, seperti analisis konsep, sintesa, evaluasi, problem solving, dan kemampuan keterampilan peserta didik lainnya.

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Section: Discussionmentioning

confidence: 99%

Project-based Collaborative Learning on Student Concept-Application with Different Prior Knowledge

Sukmawati

2023

JKTP J. Kaji. Teknol. Pendidik.

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“…Hasil dari penelitian ini menunjukkan bahwa pebelajar sangat menikmati model pembelajaran ini dan dengan harapan bahwa hal tersebut akan berdampak positif pada hasil belajar pebelajar. Hasil ini juga diperkuat oleh temuan dari penelitian sebelumnya oleh (Khuluq et al, 2023), yang menunjukkan bahwa model pembelajaran yang menggabungkan pendekatan online dan offline tersebut tidak hanya mendapat respons positif, tetapi juga terbukti efektif dalam meningkatkan hasil belajar pebelajar.…”

Section: Pembahasanunclassified

Pengaruh Blended Learning Enriched Virtual Model Terhadap Hasil Belajar Materi Konflik Sosial Di SMA

Djagom,

Kuswandi,

Praherdhiono

2023

JKTP J. Kaji. Teknol. Pendidik.

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To keep up with the latest developments in science and technology, schools must use teaching strategies that are in line with modern times. One of them is the Blended learning Enriched Virtual Model (BLEV), which is a mixed model that is enriched through features in Google Classroom for learning needs. To test this model with social conflict material, the experimental group applied the model and the control group. Quantitative approaches and quasi-experimental procedures are used to explore the effect of one on the other under controlled conditions. The results showed that there were differences between the two groups. According to this study, students who use the virtual mixed learning model have superior learning outcomes than the traditional mixed learning model. It has also been shown that using an enriched virtual blended learning paradigm can expose students to the topic of social conflict. Therefore, the use of an enhanced virtual blended learning paradigm is highly recommended for students, especially in social conflict content.AbstrakUntuk mengikuti perkembangan ilmu pengetahuan dan teknologi terkini, sekolah harus menggunakan strategi pengajaran yang sesuai dengan zaman modern. Salah satunya adalah Blended learning Enriched Virtual Model (BLEV) yaitu sebuah model campuran yang diperkaya melalui fitur-fitur di Google Classroom untuk kebutuhan pembelajaran. Untuk menguji model tersebut dengan materi konflik sosial, maka kelompok eksperimen menerapkan model tersebut dan kelompok kontrol. pendekatan kuantitatif dan prosedur kuasi-eksperimental digunakan untuk mengeksplorasi pengaruh satu terhadap yang lain dalam keadaan terkendali. Hasil penelitian menunjukkan bahwa ada perbedaan antara kedua kelompok tersebut. Menurut penelitian ini, siswa yang menggunakan model pembelajaran campuran virtual lebih unggul hasil belajarnya daripada model pembelajaran campuran tradisional. Juga telah ditunjukkan bahwa menggunakan paradigma pembelajaran campuran virtual yang diperkaya dapat memaparkan siswa pada topik konflik sosial. Oleh karena itu, penggunaan paradigma blended learning virtual yang disempurnakan sangat dianjurkan bagi siswa, terutama pada konten konflik sosial.

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Behavioural Engagement in Visual Programming Online Course Gamification

Permatasari,

Ulfa,

Kuswandi

et al. 2024

JETSAR

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Visual programming is one of the courses offered in the bachelor's degree in educational technology. Based on a survey in the field, almost 85% of educational technology students do not have a background in learning programming. To provide motivation in learning visual programming, gamification is required in implementation. Usually the gamification principle is held offline. This study aims to determine the behavioral engagement of students during lectures by implementing online gamification. The method used was a survey of 98 students who were taking classes at the 8th meeting. The results showed that empirically the level of student behavioral engagement in visual programming courses was good in the high and medium categories, although some were categorized as low. Hypothetically, students are taking lectures at high and moderate levels. The overall results are discussed in the discussion section of the article.

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Project-Based Learning dengan Pendekatan Gamifikasi: Untuk Pembelajaran yang Menarik dan Efektif

Cited by 3 publications

References 41 publications

Project-based Collaborative Learning on Student Concept-Application with Different Prior Knowledge

Project-based Collaborative Learning on Student Concept-Application with Different Prior Knowledge

Pengaruh Blended Learning Enriched Virtual Model Terhadap Hasil Belajar Materi Konflik Sosial Di SMA

Behavioural Engagement in Visual Programming Online Course Gamification

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