PENERAPAN GAMIFIKASI BERBASIS DEEP LEARNING UNTUK MENINGKATKAN HASIL BELAJAR GEOGRAFI SISWA DI MTsN - Syamsiah Rahim; Rosmini Maru; Ramli Umar; Amal Amal; Hasriyanti Hasriyanti (Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I), 2026)
This research is motivated by the low emotional engagement and academic achievement of students in geography subjects due to the dominance of monotonous conventional teaching strategies. The focus of this research problem is directed at efforts to improve the quality of the process and learning outcomes through the implementation of gamification methods based on a deep learning approach. Using a Classroom Action Research (CAR) design, the important stages in this research are systematically executed in two cycles which include planning tools, implementing classroom actions, observing activities, and periodic reflection. Data were collected from 37 students of class VII.4 MTsN 2 Makassar City as research subjects through written test instruments (post-test) and participatory observation sheets which were analyzed descriptively quantitatively. The research findings show a consistent surge in academic performance and class operational activities. In cycle I, the average class score reached 76.89 with a classical completion percentage of 54 percent. This achievement increased sharply in cycle II with an average score of 86.08 and a successful learning completion rate of 89 percent. The main conclusion confirms that deep learning-based gamification syntax has proven effective as an interactive instructional medium that is able to boost cognitive competency completion and stimulate active student participation in a fun way. ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya keterlibatan emosional dan pencapaian akademik siswa pada mata pelajaran geografi akibat dominasi strategi pengajaran konvensional yang monoton. Fokus masalah riset ini diarahkan pada upaya peningkatan kualitas proses serta hasil belajar melalui pengimplementasian metode gamifikasi berbasis pendekatan deep learning. Menggunakan desain Penelitian Tindakan Kelas (PTK), tahapan penting dalam penelitian ini dieksekusi secara sistematis dalam dua siklus yang meliputi perencanaan perangkat, pelaksanaan tindakan kelas, pengamatan aktivitas, dan refleksi berkala. Data dihimpun dari 37 peserta didik kelas VII.4 MTsN 2 Kota Makassar sebagai subjek penelitian melalui instrumen tes tertulis (post-test) dan lembar observasi partisipatif yang dianalisis secara deskriptif kuantitatif. Temuan penelitian menunjukkan adanya lonjakan performa akademis dan aktivitas operasional kelas secara konsisten. Pada siklus I, raihan nilai rata-rata kelas mencapai 76,89 dengan persentase ketuntasan klasikal sebesar 54 persen. Capaian ini meningkat tajam pada siklus II dengan perolehan nilai rata-rata sebesar 86,08 serta tingkat ketuntasan belajar yang sukses menyentuh angka 89 persen. Simpulan utama menegaskan bahwa sintaks gamifikasi berbasis deep learning terbukti efektif sebagai media instruksional interaktif yang mampu mendongkrak ketuntasan kompetensi kognitif dan menstimulasi partisipasi aktif siswa secara menyenangkan.