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All Journal Jurnal Konseling dan Pendidikan DIDAKTIKA : Jurnal Kependidikan
Isnayah, Magfirah
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Teachers' Perceptions of the Application of Digital Gamification-Based Problem-Based Learning (PBL) to Increase Student Engagement Isnayah, Magfirah; Iswatiningsih , Daroe
DIDAKTIKA Vol 19 No 02 (2025): DIDAKTIKA : JURNAL KEPENDIDIKAN
Publisher : Fakultas Tarbiyah Institut Agama Islam Negeri (IAIN) Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/didaktika.v19i02.10787

Abstract

This study aims to describe teachers' perceptions regarding the implementation of problem-based learning (PBL) through digital gamification to enhance student engagement. Specifically, it examines teachers' views on the effects and challenges of applying digital gamification-based PBL to improve student activity. The research employs a mixed-methods approach with a sequential explanatory design. Findings indicate that teachers generally hold positive perceptions of integrating PBL with digital gamification. Teachers report that gamification makes learning more engaging and fosters active participation, including questioning, discussion, and opinion expression. Additionally, teachers observe increased enthusiasm, collaboration, and student independence in problem-solving. However, the study also identifies challenges such as limited internet access and devices, varying levels of teachers' digital proficiency, and the need for professional development to design effective digital gamification-based PBL scenarios. Factors supporting successful implementation include adequate school facilities, teacher creativity, and student motivation. Overall, the study concludes that digital gamification-based PBL has the potential to enhance student activity, although its effectiveness depends significantly on technological readiness, institutional support, and teacher pedagogical competence
Development of an assessment instrument to measure high school students' 21st century skills in social interaction Isnayah, Magfirah; Daroe Iswatiningsih; Siti Inganah; Rafiah Mahmudah
Jurnal Konseling dan Pendidikan Vol. 13 No. 4 (2025): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1184400

Abstract

This study aims to develop an assessment instrument to measure 21st-century skills—critical thinking, creativity, collaboration, and communication (4C)—in the context of social interaction learning for tenth-grade high school students. This research is grounded in the practical challenges faced by teachers, particularly the difficulty of assessing 4C competencies systematically due to the absence of standardized and context-specific assessment instruments in Sociology learning. In many schools, assessment practices still focus on cognitive outcomes, leaving social and interaction-based competencies underassessed. The study employed a Research and Development (R&D) approach using the Lee and Owens model, which includes five stages: analysis, design, development, implementation, and evaluation. Data were collected through teacher needs assessment questionnaires involving eight Sociology teachers, expert validation by three assessment specialists, and field trials with 45 students. Instrument validity was examined using Aiken’s V, while reliability was measured using Fleiss’ Kappa. Practicality was evaluated through questionnaires administered to teachers and students. The results indicate that the developed instrument demonstrates high content validity (Aiken’s V > 0.8), substantial to almost perfect inter-rater reliability, and high practicality, with teacher and student practicality scores of 100% and 80%, respectively. These findings suggest that the instrument is feasible and effective for classroom use. The developed assessment tool provides teachers with a practical means to evaluate students’ 4C skills in social interaction contexts, thereby supporting competency-based assessment practices in Sociology learning.
Co-Authors Daroe Iswatiningsih Rafiah Mahmudah Siti Inganah