Analisis Pengaruh Elemen Gamifikasi pada Aplikasi Pembelajaran Terhadap Motivasi Belajar Siswa SMA
Article Sidebar
Main Article Content
Abstract
Article Summary
The advancement of technology in the information era has significantly impacted the field of education, enabling more interactive and innovative learning methods. One such emerging innovation is the application of gamification technology in education, which aims to enhance students' learning motivation by applying game principles within non-game contexts. This study examines the impact of various gamification elements, including scores, missions, levels, achievements, feedback, avatars, and leaderboards, on students learning motivation. Using the multiple linear regression analysis method., the research found that all these elements significantly influence student motivation, with the leaderboard showing the highest impact. The leaderboard, which positions or ranks students based on performance, has proven to be a particularly strong motivator, with a regression coefficient of 0.234, surpassing other gamification elements. These findings provide practical guidance for educators and educational app developers to prioritize the leaderboard element in the design of gamified learning systems. This study’s results are expected to support more effective and interactive learning strategies, ultimately increasing student engagement and learning outcomes.
Keywords
Article Keywords
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC-BY 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
License: All articles are licensed under 
Bantun, S., Setyosari, P., Ulfa, S., Praherdhiono, H., & Sari, J. Y. (2024). Pengembangan Aplikasi Mobile dengan Pendekatan Gamifikasi dalam Pembelajaran Matematika di Sekolah Dasar. INFORMAL: Informatics Journal, 8(3), 234-242. DOI: https://doi.org/10.19184/isj.v8i3.43856.
Çeker, E., & Özdamli, F. (2017). What “gamification” is and what it’s not. European Journal of Contemporary Education, 6(2), 221–228. DOI: https://doi.org/10.13187/ejced.2017.2.221.
Garcia-Iruela, M., & Hijon-Neira, R. (2020). What perception do students have about the gamification elements? IEEE Access, 8, 134386–134392. DOI: https://doi.org/10.1109/ACCESS.2020.3011222.
Hermawan, A., & Dewi, L. (2023). Pemanfaatan Mentimeter dalam Pembelajaran Pelatihan Daring untuk Meningkatkan Interaksi Peserta. Jurnal Teknologi Pendidikan: Jurnal Penelitian Dan Pengembangan Pembelajaran, 8(1), 111. DOI: https://doi.org/10.33394/jtp.v8i1.6049.
Hidayatullah, M. T., Asbari, M., Ibrahim, M. I., & Faidz, A. H. H. (2023). Urgensi aplikasi teknologi dalam pendidikan di indonesia. Journal of Information Systems and Management (JISMA), 2(6), 70-73. DOI: https://doi.org/10.4444/jisma.v2i6.785.
Leitão, R., Maguire, M., Turner, S., & Guimarães, L. (2022). A systematic evaluation of game elements effects on students’ motivation. Education and Information Technologies, 27(1), 1081–1103. DOI: https://doi.org/10.1007/s10639-021-10651-8.
Mardiatmoko, G. (2020). Pentingnya uji asumsi klasik pada analisis regresi linier berganda. BAREKENG: Jurnal Ilmu Matematika Dan Terapan, 14(3), 333–342. DOI: https://doi.org/10.30598/barekengvol14iss3pp333-342.
Putra, A., & Afrilia, K. (2020). Systematic literature review: penggunaan kahoot pada pembelajaran matematika. Jurnal Ilmiah Pendidikan Matematika Al Qalasadi, 4(2), 110-122. DOI: https://doi.org/10.32505/qalasadi.v4i2.2127.
Ramadhan, T., Aini, Q., Santoso, S., Badrianto, A., & Supriati, R. (2021). Analysis of the potential context of Blockchain on the usability of Gamification with Game-Based Learning. International Journal of Cyber and IT Service Management, 1(1), 84–100. DOI: https://doi.org/10.34306/ijcitsm.v1i1.24.
Salsabila, U. H., Ilmi, M. U., Aisyah, S., Nurfadila, N., & Saputra, R. (2020). Peran teknologi pendidikan dalam meningkatkan kualitas pendidikan di era disrupsi. Journal on Education, 3(01), 104-112. DOI: https://doi.org/10.31004/joe.v3i01.348.
Wahjono, S. I. (2022). Manajemen Motivasi. Penerbit: ResearchGate.
Wisudaningsi, B. A., Arofah, I., & Belang, K. A. (2019). Pengaruh kualitas pelayanan dan kualitas produk terhadap kepuasan konsumen dengan menggunakan metode analisis regresi linear berganda. Statmat: Jurnal Statistika Dan Matematika, 1(1), 103-116.