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All Journal Pedagogik Journal of Islamic Elementary School Journal of Innovative and Creativity
Apit Dulyapit
Universitas Negeri Jakarta
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Implementasi Gamifikasi pada Mata Kuliah Inovasi Pembelajaran IPS untuk Meningkatkan Engagement dan Motivasi Belajar Mahasiswa PGSD Mahmud Yunus; Apit Dulyapit
Journal of Innovative and Creativity Vol. 5 No. 2 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i2.3246

Abstract

Tujuan penelitian ini yaitu untuk menganalisis implementasi gamifikasi dalam mata kuliah Inovasi Pembelajaran IPS serta mengukur dampaknya terhadap engagement dan motivasi belajar mahasiswa PGSD. Pendekatan penelitian ini yaitu kualitatif dan kuantitatif dengan desain penelitian yang digunakan adalah quasi-experimental dengan memeberikan pretest dan posttest kelas eksperimen dan kelas kontrol. Populasi penelitian ini yaitu  seluruh mahasiswa PGSD semester 5 Universitas Negeri Jakarta yang mengambil mata kuliah Inovasi Pembelajaran IPS berjumlah 150 mahasiswa. Sampel penelitian ini yaitu 60 mahasiswa terbagi dalam kelompok eksperimen berjumlah 30 mahasiswa (1 kelas) dan kelompok kontrol berjumlah 30 mahasiswa (1 kelas). Hasil penelitian menunjukkan bahwa implementasi gamifikasi melalui Quizziz dan Kahoot pada mata kuliah Inovasi Pembelajaran IPS secara signifikan meningkatkan engagement dan motivasi belajar mahasiswa PGSD Semester 5 Universitas Negeri Jakarta. Mahasiswa di kelas eksperimen dengan menggunakan gamifikasi engagement dan motivasinya lebih tinggi daripada di kelas kontrol. Gamifikasi berbasis Quizziz dan Kahoot dapat direkomendasikan sebagai strategi inovatif dalam pembelajaran IPS pada program studi pendidikan dasar, untuk membangun pengalaman belajar yang aktif, kolaboratif, dan memotivasi mahasiswa secara berkelanjutan
Exploring Students’ Problem-Solving Skills Reviewed from Gender Perspective in Elementary School Laely Farokhah; Dessy Norma Juita; Venna Puspita Sari; Muhammad Zulfadhli; Apit Dulyapit
Pedagogik Journal of Islamic Elementary School Vol. 9 No. 1 (2026): Pedagogik Journal of Islamic Elementary School
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/pijies.v9i1.9456

Abstract

Mathematics education serves a fundamental role in developing students’ 21st-century competencies, particularly in fostering reasoning, communication, critical thinking, and problem-solving skills. However, instructional practices in elementary schools still tend to emphasize routine and procedural tasks, resulting in students’ limited exposure to non-routine problems that require higher-order thinking strategies. This study aims to explore elementary school students’ mathematical problem-solving skills reviewed from gender perspective. A qualitative research approach was employed. The data were collected through problem-solving skill tests, observations, interviews, and documentation, and subsequently analyzed using the Miles and Huberman model. The findings indicate that students with high problem-solving skill are able to carry out problem-solving steps in a coherent and systematic manner, although reinforcement is still needed in terms of accuracy and verification. In contrast, students with low problem-solving skill experience difficulties at almost all stages of the problem-solving process. These difficulties are characterized by insufficient conceptual understanding, inability to organize information, lack of proficiency in performing mathematical operations, and the absence of habits related to checking calculation results. Both male and female students demonstrate adequate basic problem-solving abilities. However, female students exhibit more structured, systematic, and detail-oriented thinking processes at each stage. In contrast, male students tend to be less consistent in utilizing all available information, rely more heavily on visual approaches, and show less accuracy in verifying their solutions. These findings highlight the necessity of designing mathematics instruction that prioritizes the development of problem-solving skills while incorporating an awareness of gender-based variations in students’ cognitive processing.
Co-Authors Dessy Norma Juita Laely Farokhah Mahmud Yunus Muhammad Zulfadhli, Muhammad Venna Puspita Sari