Literature Review on the Analysis of Motivational Elements and Gamification Content in Creating Semantic Barriers

The study aims to examine the development of literature highlights related to motivational elements and gamification content in the implementation of gamification which indirectly creates semantic barriers. A total of 11 local and international literature were examined based on Literature Review Inventory (IVS), which was built on ARCS Model founded by John Keller (2010), consisting of 4 important elements: attention, relevant, confidence and satisfaction as well as referring to Content Gamification Model by Karl M. Kapp et Al (2014) which consist of 7 elements: story, challenge, curiosity, character, interactive, feedback and freedom to fail. Both models focused on four (4) teaching and learning motivational factors in gamification as well as in the aspects of gamification content which are the basic backup in fulfilling the teaching and learning based on gamification. The findings discovered that the main relationship between semantic barrier and gamification process was through meanings with an attempt to deliver the design and implementation of gamification. Barriers of meaning which occur could be the result of some semantic aspect: the barrier of an understanding of motivational concept in gamification based on ARCS Model, gamification elements such as point, badges, levels, leader boards, challenges, reward, on boarding and engagement loops as well as the concept of the fun and implementation of gamification design. This study is important in the effort to expose various constraints and obstacles in the gamification process which needs to be given the attention though the method is interactive and entertaining in nature.

GAMIFICAÇÃO NA SALA DE AULA: AVALIAÇÃO DA MOTIVAÇÃO UTILIZANDO O QUESTIONÁRIO ARCS

Resumo: Este artigo apresenta um recorte de uma pesquisa de pós-graduação stricto sensu. Seu objetivo é investigar a qualidade da motivação proporcionada pela gamificação nas aulas de óptica geométrica, um ramo da Física. Com relação aos aspectos metodológicos, foi realizado um estudo de caso com 16 alunos. Para avaliar a motivação, foi utilizada a Escala de Motivação de Materiais Instrucionais (IMMS), proposta por John Keller no modelo de motivação ARCS (Atenção, Relevância, Confiança e Satisfação). Os resultados mostraram uma alta porcentagem de concordância nas quatro categorias, revelando que os alunos se mostraram mais autoconfiantes, por perceber que estavam progredindo pelo seu próprio esforço, e se sentiram satisfeitos por concluírem as missões propostas. Isto posto, é possível concluir que a gamificação da sala de aula forneceu evidências empíricas suficientes para atestar que sua implementação motivou os alunos.Palavras-chave: Gamificação; Motivação; ARCS; Ensino de Física. Abstract: This article presents a research cut of a stricto sensu postgraduate. Its purpose is to investigate the quality of motivation provided by gamification in geometric optics classes, a branch of Physics. Regarding the methodological aspects, a case study was carried out with 16 students. In assessing motivation, the Instructional Materials Motivation Scale (IMMS), proposed by John Keller in the ARCS motivation model (Attention, Relevance, Confidence, Satisfaction), was used. The results showed a high percentage of agreement in the four categories, revealing that the students were more self-confident, as they realized that they were progressing through their own effort, and were satisfied with completing the proposed missions. That said, it is possible to conclude that the gamification of the classroom provided sufficient empirical evidence to attest that its implementation motivated the students.Keywords: Gamification; Motivation; ARCS; Physics education.

Integrasi Sejarah Matematika untuk Meningkatkan Atensi Siswa

Siswa kelas VIII di MTsN 20 Jakarta memiliki masalah dalam atensi untuk belajar matematika. Hasil pengamatan menunjukkan kurangnya atensi siswa yang ditunjukkan dengan banyaknya siswa yang tidak memperhatikan penjelasan guru dan tidak terlibat aktif dalam kegiatan pembelajaran. Meskipun nilai atensi siswa adalah 2,77 dari 4, namun siswa menyatakan tidak tertarik dengan pembelajaran. Hal ini ditunjukkan pada hasil wawancara, siswa menyatakan merasa bosan dalam belajar matematika dan kurang tertarik pada pokok pembahasan. Untuk mengatasi permasalahan tersebut, salah satu strategi yang mungkin dilakukan adalah pengintegrasian sejarah matematika. Hal ini didukung dengan topik mata pelajaran yang sedang dipelajari adalah <em>Pyt</em><em>hagoras</em>. Penelitian dilakukan menggunakan metode penelitian tindakan kelas. Instrumen yang digunakan untuk mengukur atensi siswa dikembangkan dari instrumen Attention John Keller. Setelah dilakukan analisis, hasil menunjukkan bahwa rerata atensi siswa naik sebesar 11%. Nilai atensi siswa setelah diberikan desain pembelajaran menggunakan sejarah adalah 3,12 dari 4. Hasil wawancara dan observasi menunjukkan atensi siswa yang meningkat.

Penerapan Model Konstruktivistik dengan Media File Gambar 3D untuk Meningkatkan Motivasi dan Prestasi Hasil Belajar

The objective of this study was to improve the students’ motivation and achievement in the subject of Budget Plan through the implementation of the constructivist learning model with three-dimensional image media at the Department of Wood Construction Engineering of SMK Negeri 2 Pengasih. This study was a classroom action research conducted in two cycles. The subjects of this study were 28 students of class III of Wood Construction Engineering, SMK Negeri 2 Pengasih in the second semester of the academic year of 2014/ 2015. The data of the student's motivation was obtained using questionnaires adapted from the model of John Keller, namely; Action, Relevance, Confidence and Satisfaction (ARCS). While the data of the students’ achievement was obtained using tests. The results revealed the application of the constructivist learning model increases the students’ motivation and achievement. It’s indicated by the improvement of the students’ motivation from the first cycle to the second cycle that was 28.52%. While the improvement of the students’ achievement, learning absorption and mastery were 7.34%, 7.34%, and 75.01% respectively.Penelitian ini bertujuan untuk meningkatkan motivasi dan prestasi hasil belajar siswa pada pembelajaran Rencana Anggaran Biaya (RAB) melalui model konstruktivistik dengan media file gambar 3 dimensi pada siswa kelas III Teknik Konstruksi Kayu SMK Negeri 2 Pengasih. Penelitian ini adalah Penelitian Tindakan Kelas yang dilaksanakan dalam dua siklus. Subyek penelitian adalah siswa kelas III Teknik Konstruksi Kayu SMK Negeri 2 Pengasih semester genap tahun pelajaran 2014/ 2015 yang berjumlah 28 siswa. Data tentang motivasi siswa diperoleh dengan metode angket model dari John Keller yaitu; Action, Relevance, Confidence, dan Satisfaction (ARCS), sedangkan prestasi hasil belajar diperoleh dengan metode tes. Hasil penelitian menunjukkan bahwa penerapan model konstrukrivistik dapat meningkatkan motivasi dan prestasi belajar siswa. Peningkatan motivasi belajar siswa dari siklus I ke siklus II sebesar 28,52%. Sedangkan pada aspek lain dari siklus I ke siklus II yaitu terdapat peningkatan prestasi hasil belajar rata-rata skor 7,34%, daya serap 7,34%, dan ketuntasan belajar 75,01%.