Use of Gamification Model for Homeroom Teacher in Conducting Learning Assessment (Qualitative Study)
Gamification is a game element but is included in non-game contexts because it is used as an effective motivational tool. The performance performed by using gamification becomes more attractive to users. The focus of the problem is determined by the researcher based on the field of education with th...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Universitas Sebelas Maret
2022-08-01
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| Series: | IJIE (Indonesian Journal of Informatics Education) |
| Subjects: | |
| Online Access: | https://jurnal.uns.ac.id/ijie/article/view/61553 |
| _version_ | 1811302233287950336 |
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| author | Retno Ariyanti Nurningtias Hudzaifi Syah Tsalits Taufiqi Muhammad Raihan Zaki Rizki Hikmawan |
| author_facet | Retno Ariyanti Nurningtias Hudzaifi Syah Tsalits Taufiqi Muhammad Raihan Zaki Rizki Hikmawan |
| author_sort | Retno Ariyanti Nurningtias |
| collection | DOAJ |
| description | Gamification is a game element but is included in non-game contexts because it is used as an effective motivational tool. The performance performed by using gamification becomes more attractive to users. The focus of the problem is determined by the researcher based on the field of education with the object of research being a homeroom teacher. Education standards at the level required by all stakeholders, especially learning assessment. The urgency of students who are entitled to an assessment from the teacher and easily known by the school and forwarded to parents. The approach taken with a qualitative study provides a more detailed explanation to homeroom teachers about problem solutions to place gamification in student learning assessments. Data were collected based on experiments with several homeroom teachers feeling and exploring media. The finding of homeroom responses who are very satisfied with gamification provides encouragement in entering students' grades in a fun way. From the results of the study, it can be concluded that the application of gamification strategies in which homeroom teachers conduct learning assessments triggers interest in fun characters, overcomes boredom with challenges and competition, gains new knowledge, and improves thinking skills to strengthen social interaction. |
| first_indexed | 2024-04-13T07:24:19Z |
| format | Article |
| id | doaj.art-1d1b352ce428498bbba8bdf649e66991 |
| institution | Directory Open Access Journal |
| issn | 2549-0389 |
| language | English |
| last_indexed | 2024-04-13T07:24:19Z |
| publishDate | 2022-08-01 |
| publisher | Universitas Sebelas Maret |
| record_format | Article |
| series | IJIE (Indonesian Journal of Informatics Education) |
| spelling | doaj.art-1d1b352ce428498bbba8bdf649e669912022-12-22T02:56:32ZengUniversitas Sebelas MaretIJIE (Indonesian Journal of Informatics Education)2549-03892022-08-0161243110.20961/ijie.v6i1.6155335950Use of Gamification Model for Homeroom Teacher in Conducting Learning Assessment (Qualitative Study)Retno Ariyanti Nurningtias0Hudzaifi Syah Tsalits Taufiqi1Muhammad Raihan Zaki2Rizki Hikmawan3Indonesia University of EducationIndonesia University of EducationIndonesia University of EducationIndonesia University of EducationGamification is a game element but is included in non-game contexts because it is used as an effective motivational tool. The performance performed by using gamification becomes more attractive to users. The focus of the problem is determined by the researcher based on the field of education with the object of research being a homeroom teacher. Education standards at the level required by all stakeholders, especially learning assessment. The urgency of students who are entitled to an assessment from the teacher and easily known by the school and forwarded to parents. The approach taken with a qualitative study provides a more detailed explanation to homeroom teachers about problem solutions to place gamification in student learning assessments. Data were collected based on experiments with several homeroom teachers feeling and exploring media. The finding of homeroom responses who are very satisfied with gamification provides encouragement in entering students' grades in a fun way. From the results of the study, it can be concluded that the application of gamification strategies in which homeroom teachers conduct learning assessments triggers interest in fun characters, overcomes boredom with challenges and competition, gains new knowledge, and improves thinking skills to strengthen social interaction.https://jurnal.uns.ac.id/ijie/article/view/61553assessment, gamification, learning |
| spellingShingle | Retno Ariyanti Nurningtias Hudzaifi Syah Tsalits Taufiqi Muhammad Raihan Zaki Rizki Hikmawan Use of Gamification Model for Homeroom Teacher in Conducting Learning Assessment (Qualitative Study) IJIE (Indonesian Journal of Informatics Education) assessment, gamification, learning |
| title | Use of Gamification Model for Homeroom Teacher in Conducting Learning Assessment (Qualitative Study) |
| title_full | Use of Gamification Model for Homeroom Teacher in Conducting Learning Assessment (Qualitative Study) |
| title_fullStr | Use of Gamification Model for Homeroom Teacher in Conducting Learning Assessment (Qualitative Study) |
| title_full_unstemmed | Use of Gamification Model for Homeroom Teacher in Conducting Learning Assessment (Qualitative Study) |
| title_short | Use of Gamification Model for Homeroom Teacher in Conducting Learning Assessment (Qualitative Study) |
| title_sort | use of gamification model for homeroom teacher in conducting learning assessment qualitative study |
| topic | assessment, gamification, learning |
| url | https://jurnal.uns.ac.id/ijie/article/view/61553 |
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