Perancangan Academic Gamification Model berdasarkan Myers-Briggs Type Indicator (MBTI) melalui Pre-experimental Design

Rinjeni, Tri Puspa (2023) Perancangan Academic Gamification Model berdasarkan Myers-Briggs Type Indicator (MBTI) melalui Pre-experimental Design. Masters thesis, Institut Teknologi Sepuluh Nopember.

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Abstract

Teknologi informasi membantu bidang pendidikan dalam penggunaan e-learning. Penggunaan e-learning yang tidak tepat dapat menyebabkan frustasi, kebingungan dan menurunkan minat belajar. Salah satu pendekatan yang dapat digunakan untuk meningkatkan motivasi belajar adalah gamification. Gamification yang diterapkan umumnya bersifat statis atau elemen yang diterapkan sama pada semua pengguna, sementara itu kebutuhan pengguna belum tentu sama. Hal ini dapat mengakibatkan hasil pembelajaran kurang maksimal. Untuk itu, pengaturan gamification perlu disesuaikan dengan karakteristik penggunanya agar menciptakan pengalaman belajar yang berbeda, salah satunya berdasarkan Myers-Briggs Type Indicator (MBTI). Penelitian ini bertujuan mengetahui preferensi gamification terhadap tipe kepribadian MBTI dan memverifikasinya melalui pre-experimental design dengan pengukuran Academic Motivation Scale (AMS). Kuesioner preferensi gamification berjumlah 45 pertanyaan yang mewakili elemen gamification points, level, leaderboard, badges, progress bar, avatar, story, collection dan time. Pengembangan kuesioner melewati pilot test dengan uji validitas, reliabilitas, face dan content validity. Eksperimen dilakukan dengan 32 peserta yang menghasilkan dua tipe MBTI dominan yaitu ENFP dan ESFJ. Preferensi gamification ENFP dan ESFJ adalah points, level, leaderboard, badges, avatar, collection dan time. Berdasarkan hasil pre-test dan post-test motivasi, pada ENFP dimensi motivasi yang naik adalah INR dan ER. Pada ENFP terjadi penurunan pada IMTK, IMTA, IMTE dan AMO. Sedangkan pada ESFJ motivasi yang naik adalah IMTE dan ER. Pada ESFJ terjadi penurunan motivasi pada IR.
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Information technology assists education in the use of e-learning. Side effects of e-learning can cause frustration, confusion and reduce interest in learning. One approach that can be used to increase learning motivation is gamification. The gamification applied is generally static or the elements are applied equally to all users, while the user needs are not necessarily the same. This can lead to less-than-optimal learning outcomes. For this reason, gamification settings need to be adjusted to the characteristics of the user to create a different learning experience, such as based on Myers-Briggs Type Indicator (MBTI). This study aims to determine gamification preferences for the MBTI personality type and verify it through pre-experimental design and measured using the Academic Motivation Scale (AMS). The gamification preferences questionnaire consists of 45 questions representing gamification elements points, level, leaderboard, badges, progress bar, avatar, story, collection, and time. The development of the questionnaire went through a pilot test with validity, reliability, face, and content validity test. The experiment was conducted with 32 participants which resulted in two dominant MBTI types namely ENFP and ESFJ. ENFP and ESFJ gamification preferences are points, level, leaderboard, badges, avatar, collection, and time. From motivation pre-test and post-test, motivation increases in INR and ER for ENFP. In ENFP there is a decrease in IMTK, IMTA, IMTE and AMO. Whereas for ESFJ the dimensions of motivation that increased were IMTE and ER. In ESFJ, motivation decreases on IR.

Item Type:	Thesis (Masters)
Uncontrolled Keywords:	Gamification, MBTI, Personalisasi, Academic Motivation Scale, E-learning, Personalized
Subjects:	L Education > LB Theory and practice of education > LB1029.S53 Educational games. Simulation methods
Divisions:	Faculty of Intelligent Electrical and Informatics Technology (ELECTICS) > Information System > 59101-(S2) Master Thesis
Depositing User:	TRI PUSPA RINJENI
Date Deposited:	23 Jul 2023 02:25
Last Modified:	23 Jul 2023 02:25
URI:	http://repository.its.ac.id/id/eprint/98912

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