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Miraekel Lebang Malik
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Computer Science & IT Education

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Journal : Information Technology Education Journal

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Development of an Android-Based Educational Game with Gamification for Algorithms and Data Structures Gita Damayanti; Miraekel Lebang Malik; Firdayani Syarifuddin; Ibnu Hajar Manippi; Eva Ulfiani; Era Fasira
Information Technology Education Journal Vol. 3, No. 2, Mei (2024)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v3i2.2401

Abstract

This study aims to develop and evaluate an Android-based educational game incorporating gamification elements for teaching Algorithms and Data Structures (ADS). ADS is recognized as a fundamental yet challenging subject in computer science education due to its abstract concepts and dynamic processes. Traditional lecture-based instruction often results in low engagement and limited conceptual understanding. Therefore, this study proposes a gamified mobile learning solution to enhance student motivation and learning outcomes. A Research and Development (R&D) approach using the ADDIE model was employed to design and develop the application, followed by a quasi-experimental non-equivalent control group pretest–posttest design to evaluate its effectiveness. Participants consisted of 74 undergraduate students divided into an experimental group (n = 38) using the Android-based gamified application and a control group (n = 36) receiving conventional instruction. Data were analyzed using paired and independent samples t-tests with a significance level of 0.05. Results indicated a significant difference in posttest scores (t = 6.64, p < 0.001), with the experimental group achieving a higher mean (M = 82.47) compared to the control group (M = 71.28). The effect size was large (Cohen’s d = 1.54). Motivation scores were also higher in the experimental group (M = 4.31), and usability evaluation yielded an excellent System Usability Scale (SUS) score of 81.45. The study is limited to a single institution and short intervention duration. This research contributes empirical evidence that gamified Android-based learning can significantly improve cognitive achievement and motivation in ADS courses.
Development of an LMS-Based Microcredential Course for Teachers to Detect and Report Bullying: Training Effectiveness Evaluation Devita Wiwik Widyasari; Ayu Lestari Hasan; Adriansyah Hermawan Juasrib; Arianti Mallimbu; Asti Magfirah; Miraekel Lebang Malik
Information Technology Education Journal Vol. 3, No. 1, Januari (2024)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v3i1.02420

Abstract

This study aimed to evaluate the effectiveness of a microcredential course delivered via a Learning Management System (LMS) for teachers to improve their ability to detect and report bullying incidents. Despite the increasing prevalence of bullying in schools, teacher preparedness and practical skills for intervention remain limited. This study addresses this gap by providing evidence-based professional development that integrates knowledge, self-efficacy, and practical competency. A quasi-experimental design was employed, involving 120 teachers randomly assigned to intervention (n = 60) and control groups (n = 60). The intervention group completed an LMS-based microcredential course featuring modular content, scenario-based simulations, and formative assessments. Data collection included pre- and post-intervention tests, self-efficacy surveys, and practical scenario evaluations. Statistical analyses comprised paired and independent t-tests, effect size calculations, and correlation analyses for engagement metrics. Teachers in the intervention group demonstrated significant improvements in knowledge (pretest 56.4 ± 7.8 → posttest 83.6 ± 6.5), self-efficacy (3.1 ± 0.6 → 4.5 ± 0.4), and practical competencies (48.5 ± 5.2 → 85.1 ± 4.8), whereas the control group showed no significant change. Engagement metrics positively correlated with outcome measures (r = 0.62, p < 0.001), highlighting the importance of interactive learning elements. The findings suggest that LMS-based microcredential courses can effectively enhance teacher competencies in bullying detection and reporting, providing a scalable and standardized professional development model. Limitations include the urban-only sample, short-term evaluation, and reliance on simulations rather than real-world observation. This study contributes empirical evidence on teacher-focused digital professional development, emphasizing microcredentialing and scenario-based learning. Future research may explore longitudinal retention, multi-site replication, and blended approaches combining online and in-person training.
Co-Authors Adriansyah Hermawan Juasrib Arianti Mallimbu Asti Magfirah Ayu Lestari Hasan Devita Wiwik Widyasari Era Fasira Eva Ulfiani Firdayani Syarifuddin Gita Damayanti Ibnu Hajar Manippi