Analisis Pengaruh Gamification Dalam Pembelajaran Online Dengan Menggunakan Model ARCS Dan Structural Equation Modeling

Apriliani, Haniah (2022) Analisis Pengaruh Gamification Dalam Pembelajaran Online Dengan Menggunakan Model ARCS Dan Structural Equation Modeling. Undergraduate thesis, Institut Teknologi Sepuluh Nopember.

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Abstract

Potensi game yang tinggi, telah dimanfaatkan dalam pembelajaran, salah satunya gamification dengan Model ARCS (Attention, Relevance, Confidence, dan Satisfaction). Saat ini pembelajaran Manajemen dan Proses TI (MProsTI) di departemen Sistem Informasi ITS menerapkan gamification pada e-learning Zedemy. Namun, uji hipotesis pengaruh model ARCS yang diterapkan dalam pembelajaran tersebut belum diketahui seberapa tingkat keterlibatan mahasiswa (student engagement) dalam mengikuti pembelajaran yang menggunakan gamification. Dalam penelitian ini dimulai dengan penggalian data, dari merancang daftar pertanyaan dan mengumpulkan data yang dilakukan secara online. Jumlah populasi sampel penelitian ini adalah 130. Pengujian hipotesis dilakukan menggunakan Structural Equation Modeling pendekatan Partial Least Square (SEM-PLS). Adapun tahapannya adalah menguji: 1) validitas dan reliabilitas jawaban kuesioner, 2) evaluasi model pengukuran dan model struktural, 3) hipotesis model pengukuran dan model struktural untuk mengetahui pengaruh model ARCS pada pembelajaran dengan gamification terhadap student engagement. Sarana yang digunakan pada tiga tahapan tersebut SPSS dan SmartPLS. Selanjutnya dilakukan pemberian rekomendasi untuk memperkuat empat kondisi pada model ARCS tersebut pada gamification. Hasil penelitian diketahui bahwa penerapan model ARCS mempengaruhi peningkatan pembelajaran dengan gamification dengan nilai R2 square 66%. Sekaligus gamification mempengaruhi peningkatan student engagement dengan nilai R2 square 60,8%. Dalam pengujian hipotesis model ARCS pada gamification, variabel Satisfaction berpengaruh paling kuat, yaitu 41%. Sedangkan variabel Relevance tidak memiliki pengaruh. Untuk meningkatkan pengaruh model ARCS pada gamification perlu dilakukan 1) menambah variasi reward, 2) melakukan sinergi dan korelasi antar tiap materi pembelajaran, dengan menyesuaikan topik pada fitur forum agar sesuai dengan materi yang diajarkan, 3) menurunkan standarisasi nilai kuis <86, dan 4) menambahkan variasi dalam aktivitas belajar di Zedemy dan mengembangkan guide book agar terlihat lebih menarik. ================================================================================================ The high potential of games has been used in learning, one of which is gamification with the ARCS Model (Attention, Relevance, Confidence, and Satisfaction). Currently learning Management and IT Processes (MProsTI) at the ITS Information Systems Department applies gamification to Zedemy's e-learning. However, to test the hypothesis of the effect of the ARCS model applied in the study, it is not yet known how much student engagement is in participating in learning that uses gamification. Before testing the hypothesis, several activities were carried out, starting from searching for data by designing questions, and collecting data which was carried out online. The total population of this research sample was 130. Hypothesis testing of this research was conducted using Structural Equation Modeling with Partial Least Square (SEM-PLS) approach. The stages are testing: 1) the validity and reliability of the questionnaire answers, 2) evaluation of the measurement model and structural model, 3) the hypothesis of the measurement model and structural model to determine the effect of the ARCS model on learning with gamification on student engagement. The facilities used in these three stages are SPSS and SmartPLS. Furthermore, recommendations are made to strengthen the four conditions in the ARCS model on gamification. The results showed that the application of the ARCS model affected the improvement of learning with gamification with an R2 square value of 66%. At the same time, gamification affects the increase in student engagement with an R2 square value of 60.8%. In testing the ARCS model hypothesis on gamification, the Satisfaction variable has the strongest effect, which is 41%. While the Relevance variable has no effect. To increase the influence of the ARCS model on gamification, it is necessary to 1) increase the variety of rewards, 2) perform synergies and correlations between each learning material, by adjusting the topics on the forum features to suit the material being taught, 3) lowering the standardization of quiz scores <86, 4) adding variety in learning activities at Zedemy and developing a guide book to make it look more interesting.

Item Type: Thesis (Undergraduate)
Uncontrolled Keywords: Gamification, Model ARCS, Structural Equation Modeling
Subjects: L Education > LB Theory and practice of education > LB1044.87 Internet in education (e-learning). Virtual reality in education.
Q Science > QA Mathematics > QA278.3 Structural equation modeling.
Divisions: Faculty of Intelligent Electrical and Informatics Technology (ELECTICS) > Information System > 57201-(S1) Undergraduate Thesis
Depositing User: Haniah Apriliani
Date Deposited: 09 Feb 2022 03:15
Last Modified: 09 Feb 2022 03:15
URI: https://repository.its.ac.id/id/eprint/93271

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