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All Journal Cetta: Jurnal Ilmu Pendidikan ACADEMIA: Jurnal Inovasi Riset Akademik
Yuventus Monemnasi
Universitas Pendidikan Ganesha
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Efektivitas Multimedia Gamifikasi dalam Pembelajaran Berpikir Komputasional di SMP: Systematic Literature Review Yuventus Monemnasi; Ketut Agustini; I Kadek Suartama
Cetta: Jurnal Ilmu Pendidikan Vol 9 No 2 (2026)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v9i2.5296

Abstract

The implementation of the Merdeka Curriculum emphasizes the strengthening of Computational Thinking (CT) skills as an essential competency in informatics learning at the junior high school level. However, CT instruction in junior high schools still faces several challenges, including low student motivation and engagement, limited availability of interactive learning media, and varying levels of teacher readiness in integrating technology. This study aims to analyze the effectiveness of gamification-based multimedia in improving junior high school students’ CT skills, identify supporting and inhibiting factors in its implementation, and map research gaps in studies published between 2021 and 2025. The research employed a Systematic Literature Review (SLR) method following the PRISMA protocol. Literature searches were conducted through Google Scholar, ERIC, and Scopus databases, resulting in 21 scientific articles that met the inclusion criteria. Data were analyzed using thematic synthesis to examine gamification strategies and their impacts on CT indicators, namely algorithmic thinking, decomposition, pattern recognition, and abstraction. The findings indicate that gamification strategies such as point–level–badge systems, progressive challenges, interactive simulations, and digital puzzles are consistently effective in enhancing algorithmic thinking, decomposition, and pattern recognition. In contrast, improvement in the abstraction component remains relatively limited and requires additional reflective and concept-oriented instructional approaches. The success of gamification implementation is influenced by interactive media design, instant feedback, and increased student motivation, while major challenges include limited ICT infrastructure and teachers’ digital competence. The novelty of this article lies in its cross-study synthesis of empirical research from 2021 to 2025, which systematically maps the dominant patterns of CT improvement within the context of junior high school education and the implementation of the Merdeka Curriculum. These findings provide both conceptual and practical contributions to the development of more effective and sustainable informatics learning.
PENGEMBANGAN MULTIMEDIA GAMIFIKASI INTERAKTIF BERBASIS MODEL DISCOVERY LEARNING UNTUK MENINGKATKAN PEMAHAMAN KONSEP PESERTA DIDIK PADA MATA PELAJARAN INFORMATIKA DI SMP N 1 KUTA SELATAN Yuventus Monemnasi; I Made Tegeh; I Kadek Suartama
ACADEMIA: Jurnal Inovasi Riset Akademik Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/academia.v6i4.15772

Abstract

Conceptual understanding is the most important aspect in informatics learning. However, learning that is still dominated by conventional material delivery causes conceptual understanding to not develop optimally. This study aims to develop interactive gamification multimedia based on discovery learning that is valid, practical, and effective in improving students' conceptual understanding in Informatics subjects in grade VII of junior high school. This study uses the Research and Development (R&D) method with the ADDIE model which includes the stages of analysis, design, development, implementation, and evaluation. The research subjects consisted of content experts, media experts, design experts, Informatics subject teachers, and grade VII students at SMP N 1 Kuta Selatan. Data were collected through validation sheets, teacher and student response questionnaires, and pretest-posttest tests to measure conceptual understanding. Data analysis was carried out descriptively and inferentially using paired sample t-tests, N-gain calculations, and effect size. The results showed that the developed multimedia was categorized as very valid based on the assessment of content, media, and design experts, and very practical based on teacher and student responses. The results of the effectiveness test using a paired sample t-test showed a significant difference between the pretest and posttest scores (p<0.05), with an N-gain value of 0.62 (moderate category) and an effect size of 2.17, indicating a significant influence on improving conceptual understanding. Thus, interactive gamification multimedia based on discovery learning is proven to be suitable for use in strengthening students' conceptual understanding in Informatics learning. ABSTRAK Pemahaman konsep merupakan aspek yang paling penting dalam pembelajaran informatika. Namun, pembelajaran yang masih didominasi oleh penyampaian materi secara konvensional menyebabkan pemahaman konsep belum berkembang secara optimal. Penelitian ini bertujuan untuk mengembangkan multimedia gamifikasi interaktif berbasis discovery learning yang valid, praktis, dan efektif dalam meningkatkan pemahaman konsep peserta didik pada mata pelajaran Informatika kelas VII SMP. Penelitian ini menggunakan metode Research and Development (R&D) dengan model ADDIE yang meliputi tahap analisis, desain, pengembangan, implementasi, dan evaluasi. Subjek penelitian terdiri atas ahli isi, ahli media, ahli desain, guru mata pelajaran Informatika, dan peserta didik kelas VII di SMP N 1 Kuta Selatan. Data dikumpulkan melalui lembar validasi, angket respons guru dan peserta didik, serta tes pretest-posttest untuk mengukur pemahaman konsep. Analisis data dilakukan secara deskriptif dan inferensial menggunakan uji paired sample t-test, perhitungan N-gain, dan effect size. Hasil penelitian menunjukkan bahwa multimedia yang dikembangkan berada pada kategori sangat valid berdasarkan penilaian ahli isi, media, dan desain, serta sangat praktis berdasarkan respons guru dan peserta didik. Hasil uji efektivitas menggunakan paired sample t-test menunjukkan perbedaan yang signifikan antara skor pretest dan posttest (p<0,05), dengan nilai N-gain sebesar 0,62 (kategori sedang) dan effect size sebesar 2,17 yang menunjukkan pengaruh yang besar terhadap peningkatan pemahaman konsep. Dengan demikian, multimedia gamifikasi interaktif berbasis discovery learning terbukti layak digunakan untuk memperkuat pemahaman konsep peserta didik dalam pembelajaran Informatika.    
Co-Authors I Kadek Suartama I Made Tegeh Ketut Agustini