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All Journal Indonesian Journal of Instructional Media and Model JPLED Proceeding of International Conference on Biology Education, Natural Science, and Technology
Zarror, Afif Fauzan
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Biochemistry, Genetics & Molecular Biology Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Other

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Pengembangan Interpersonal Peserta Didik Melalui Bimbingan Kelompok Zarror, Afif Fauzan; Wahyudi, Muhamad Nur Azmi; Noor’Aini, Nabilaa
Journal of Practice Learning and Educational Development Vol. 1 No. 1 (2021): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (449.993 KB) | DOI: 10.58737/jpled.v1i1.1

Abstract

Perkembangan siswa dalam kemampuan berhubungan dengan orang lain, baik dalam kerjasama maupun interaksi, perlu diperhatikan. Banyak permasalahan yang muncul antar siswa di dalam maupun di luar lingkungan sekolah, salah satunya adalah seringnya terjadi perdebatan dan keterlibatan emosional secara personal akibat kurangnya kemampuan interpersonal. Tujuan dari penelitian ini adalah untuk memahami pengembangan hubungan yang efektif antar siswa. Penelitian menggunakan metode studi kepustakaan. Berbagai sumber dianalisis untuk memperoleh simpulan dari penelitian ini. Hasil dari penelitian menunjukkan bahwa peningkatan keterampilan interpersonal diperlukan untuk meningkatkan rasa percaya diri dan berguna untuk mencegah konflik, sekaligus unsur utama yang harus dimiliki siswa guna penyesuaian diri agar dapat meraih kesuksesan akademik, sosial maupun karir. Peningkatan keterampilan interpersonal dapat dilakukan melalui kegiatan bimbingan kelompok, khususnya melalui pembahasan topik yang amat diperlukan dalam siswa berinteraksi dengan orang lain. Proses bimbingan kelompok melalui model yang ditampilkan pemimpin kelompok akan efektif karena dapat secara langsung dipelajari anak melalui model yang ditampilkan konselor.
Transforming Science Education through Gamification: A Systematic Analysis of Trends, Impacts, and Implications Zarror, Afif Fauzan; Sumaryati, Sri; Sukmawati, Fatma
Proceeding of International Conference on Biology Education, Natural Science, and Technology 2025: Proceeding of International Conference on Biology Education, Natural Science, and Technology
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The increasing need for engaging and effective science education has prompted educators to explore alternative instructional strategies. Gamification, the integration of game elements into learning environments, has emerged as a promising approach to enhance student motivation, participation, and conceptual understanding. This study aims to systematically examine how gamification has been implemented in science education across diverse contexts and educational levels. A systematic literature review was conducted using a structured protocol to identify relevant open-access articles published between 2021 and 2025. A total of ten empirical studies were selected based on predetermined inclusion criteria. The results reveal four dominant forms of gamification: educational card games, scenario-based simulations, digital escape rooms, and serious games addressing contemporary science issues. These interventions were applied in various science disciplines, including chemistry, microbiology, anatomy, nutrition, and environmental education. The findings highlight positive cognitive, affective, social, and motivational impacts on learners. Despite challenges such as limited digital access and varying teacher readiness, gamification proves to be an adaptable and impactful pedagogical tool. This review concludes that gamification, when thoughtfully designed, supports meaningful science learning and fosters broader scientific literacy.
Needs Analysis for Designing Dynamic Game-Based Learning Media on Motion and Force in Junior High School Science Zarror, Afif Fauzan; Sumaryati, Sri; Sukmawati, Fatma
Indonesian Journal of Instructional Media and Model Vol 7 No 2 (2025): Indonesian Journal of Instructional Media and Model
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/ijimm.v7i2.7274

Abstract

Understanding Motion and Force remains challenging for junior high school students, particularly due to the abstract and multi-representational nature of the concepts. This study aimed to systematically identify learning difficulties, learner characteristics, media usage patterns, and digital habits through the Define stage of the 4-D development model as the foundation for designing game-based learning media. A mixed-methods needs analysis was conducted using classroom observations, a teacher interview, and a questionnaire administered to 93 seventh-grade students. Triangulated findings reveal persistent conceptual difficulties, especially in interpreting motion graphs, distinguishing types of motion, and understanding Newton’s Second Law. Classroom instruction was dominated by teacher-centered practices and static media, which constrained visualization and increased cognitive load. Despite frequent daily smartphone use, students had limited exposure to digital or interactive tools. Nevertheless, 98.9% expressed strong interest in educational games, indicating high readiness for game-based learning environments. The synthesis of front-end, learner, and task analyses highlights critical representational needs, including dynamic visualizations, interactive manipulation of variables, scaffolded conceptual tasks, real-time feedback, and mobile-friendly accessibility. These results provide explicit design specifications that will guide the next stage of media development, ensuring that the resulting game-based learning tool aligns with students’ cognitive, pedagogical, and technological needs.
Co-Authors Fatma Sukmawati, Fatma Noor’Aini, Nabilaa Sri Sumaryati Wahyudi, Muhamad Nur Azmi