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All Journal International Journal of Education and Social Science (IJESS) Akademika Jurnal Teknologi Pendidikan
Handikaningtyas, Tristania
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Humanities Education Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Implementation of Problem Based Learning with Gamification Approach Handikaningtyas, Tristania; Kenya, Ponasari Baron Mutiara; Ramadhan, Aditya; Fajarianto, Otto; Nurlia, Titim
IJESS International Journal of Education and Social Science Vol. 5 No. 2 (2024): VOL 5 NO 2 OCTOBER 2024
Publisher : INTERNATIONAL PENELITI EKONOMI, SOSIAL, DAN TEKNOLOGI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56371/ijess.v5i2.364

Abstract

The 21st century learning presents significant challenges in the learning process. In this context, critical thinking, creativity, collaboration and communication skills are important skills that students must master. This study aims to explore the implementation of Problem-Based Learning (PBL) integrated with a gamification approach as a solution to improve 21st century skills in students. This research uses the systematic literature review (SLR) method with the inclusion criteria of review articles published within the last 5 years and covers the research area of gamification in Problem-Based Learning (PBL) to improve 21st century skills. Problem-Based Learning (PBL) provides meaningful learning experiences through learning activities that are relevant to the real world and can encourage students to actively participate in the learning process. However, there are challenges in maintaining the consistency of students' motivation and active involvement in learning. The implementation of PBL with a gamification approach is proven to show a significant increase in students' critical, creative and collaborative skills. However, in this context, educators' skills in designing learning by incorporating gamification elements are important factors in determining the success of gamification. The results of this study are expected to contribute positively to the development of effective and joyful learning models. It is also expected that the results of the research can provide recommendations for the creation of an interactive learning environment and support the achievement of mastery of 21st century skills in students.
Gamification-Based Mobile Learning Assisted Language Learning for self-Directed Speaking Skill Improvement Handikaningtyas, Tristania; Kuswandi, Dedi; Wedi, Agus
Akademika Vol 14 No 01 (2025): Akademika : Jurnal Teknologi Pendidikan
Publisher : Akademika : Jurnal Teknologi Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34005/ak.v14i01.4312

Abstract

English speaking skills become an important skill to master in the 21st century as a global communication tool that can affect one's professional development. There are various challenges faced by learners in the learning process, such as low vocabulary acquisition and learning motivation. Therefore, gamification-based Mobile Assisted Language Learning comes as an innovative solution that can improve English speaking skills through self-directed learning. This study uses qualitative research with literacy studies related to the effectiveness of gamification-based Mobile Assisted Language Learning (MALL) on Self-Directed Learning (SDL) in improving English speaking skills. Data were obtained through SRL such as connected paper, Google Scholar, Research Rabbit, and ResearchGate. The analysis shows that the integration of MALL and gamification elements can increase learner motivation and engagement, resulting in interactive, personalized and flexible English learning. In learning, the SDL method provides positive implications in the form of learner freedom to organize learning according to their preferences which support the development of speaking skills effectively. The effectiveness can be seen from the increased accuracy of learners' pronunciation of words obtained from the instant feedback that affects their motivation and confidence. In addition, there is an increase in cognitive ability through increasing pronunciation accuracy and fluency in speaking English. The learners can memorize the vocabulary, understanding the meaning and apply the words in the appropriate contexts as evidenced by a significant increase in scores. In implementation, there are some challenges such as the potential for technology dependency and the need for targeted guidance in SDL. The results of this study are expected to provide information for teachers and learning material developers to design effective and relevant English learning strategies.
Co-Authors Agus Wedi Dedi Kuswandi Kenya, Ponasari Baron Mutiara Nurlia, Titim Otto Fajarianto Ramadhan, Aditya