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Indonesian Journal of Education and Mathematical Science
Published by Universitas Muhammadiyah Sumatera Utara
ISSN : -     EISSN : 2715985X     DOI : https://doi.org/10.30596/ijems
Core Subject : Science, Education,
Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics
Indonesian Journal of Education and Mathematic Sains I(JEMS) is a Journal that contains Information on Education and Science. This journal is managed by Muhammadiyah University of North Sumatra (UMSU). This journal is an online journal using OJS system (Open Journal System) which has e-issn from PDII-LIPI. This journal is published 3 times a year ie: Januari - Mei - September
Arjuna Subject : Umum - Umum
Articles 172 Documents
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Leveraging Gamification Mechanics for Students’ Learning Motivation in Higher Education Bogonko, Ben Mariga
Indonesian Journal of Education and Mathematical Science Vol 7, No 1 (2026)
Publisher : Universitas Muhammadiyah Sumatera Utara (UMSU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/ijems.v7i1.29159

Abstract

The purpose of this paper was to analyze the effect of integrating gamification mechanics in Learning Management Systems (LMSs) for students’ motivational learning experience in higher education institutions. The study was anchored on both Self-Determination theory and the theory of gamified learning. The target population was 162 respondents. Questionnaires and Modular Object-Oriented Dynamic Learning Environment (MOODLE) reporting logs were used for data collection. Descriptive and inferential techniques were used in data analysis. The results were presented in tables and figures. The results established that gamified LMS students were more motivated compared to the non-gamified LMS students. The study confirmed that the application of gamification had a positive influence on students’ motivation. The investigation suggests that eLearning instructors receive training through workshops on gamification integration for their courses from the university management. Besides, the eLearning Directorate should create a precise guideline on how gamification tools might be integrated into the university course curricula to improve students’ engagement and concentration in learning activities.
Readiness and Needs for Professional Development of Vocational School Teachers in Implementing Link and Match in The Industry 4.0 Era Fadhillah, Lola; Arifin, Zainal; Hernawan, Asep Herry
Indonesian Journal of Education and Mathematical Science Vol 7, No 1 (2026)
Publisher : Universitas Muhammadiyah Sumatera Utara (UMSU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/ijems.v7i1.29174

Abstract

The high rate of open unemployment among vocational school graduates shows that their skills don't fully match industry needs, especially in the Industry 4.0 era, which demands an adaptive, digitally literate, and vocationally skilled workforce. This condition emphasizes the importance of teacher readiness and professionalism as the key to the successful implementation of link and match so that learning is relevant to the demands of the business and industrial world (DUDI). This study aims to analyze the readiness of vocational school teachers and the need for professional development in North Sumatra by comparing teachers in urban and rural areas. The study uses a qualitative descriptive approach with written interviews. Participants consisted of four productive teachers from schools in Medan City and six teachers from one rural school. The interview instrument explored understanding of link and match, pedagogical readiness, digital competence, vocational skills, collaboration with DUDI, obstacles, and training needs. Data were analyzed using Elo and Kyngäs content analysis. The results showed that urban teachers were more prepared in terms of implementation due to the support of facilities, technology, and access to industry training, while rural teachers were more prepared conceptually but were hampered by limited facilities and access to industry. Both had similar needs regarding vocational training, digital technology, and industry-based programs. The findings emphasized the need for context-based professional development to strengthen the role of teachers in preparing graduates who are relevant to industry needs.

Page 18 of 18 | Total Record : 172

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