THE DEVELOPMENT OF COMPUTER-ASSISTED INSTRUCTION BY USING GAMIFICATION ON MIRROR REFLECTION TOPICS IN JUNIOR HIGH SCHOOL
This research aims to develop computer-assisted instruction by using gamification on mirror reflection topics in Junior High School. The method used in this research was a descriptive method. The validators of the game in this research were three experts and fifty-seven students. Experts participate...
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| Format: | Academic Paper |
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2018-08-30.
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| Online Access: | http://repository.upi.edu/4138/ |
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| LEADER | 04247 am a22003133u 4500 | ||
|---|---|---|---|
| 001 | repoupi_41380 | ||
| 042 | |a dc | ||
| 100 | 1 | 0 | |a Nida N. Athfyanti, - |e author |
| 245 | 0 | 0 | |a THE DEVELOPMENT OF COMPUTER-ASSISTED INSTRUCTION BY USING GAMIFICATION ON MIRROR REFLECTION TOPICS IN JUNIOR HIGH SCHOOL |
| 260 | |c 2018-08-30. | ||
| 500 | |a http://repository.upi.edu/41380/1/S_IPSE_1405837_Title.pdf | ||
| 500 | |a http://repository.upi.edu/41380/2/S_IPSE_1405837_Abstract.pdf | ||
| 500 | |a http://repository.upi.edu/41380/3/S_IPSE_1405837_Table_of_Contents.pdf | ||
| 500 | |a http://repository.upi.edu/41380/4/S_IPSE_1405837_Chapter1.pdf | ||
| 500 | |a http://repository.upi.edu/41380/5/S_IPSE_1405837_Chapter2.pdf | ||
| 500 | |a http://repository.upi.edu/41380/6/S_IPSE_1405837_Chapter3.pdf | ||
| 500 | |a http://repository.upi.edu/41380/8/S_IPSE_1405837_Chapter4.pdf | ||
| 500 | |a http://repository.upi.edu/41380/7/S_IPSE_1405837_Chapter5.pdf | ||
| 500 | |a http://repository.upi.edu/41380/9/S_IPSE_1405837_Bibliography.pdf | ||
| 500 | |a http://repository.upi.edu/41380/10/S_IPSE_1405837_Appendix.pdf | ||
| 520 | |a This research aims to develop computer-assisted instruction by using gamification on mirror reflection topics in Junior High School. The method used in this research was a descriptive method. The validators of the game in this research were three experts and fifty-seven students. Experts participated in this research were one science expert, one media expert, and one science teacher. Students as validator in this research were fifty-seven students in 9 grade at one of junior high school in West Java. The gamification aspects created on the game were goals, science content, and challenging environment. The expert gave feedbacks in both media and the quality of the content aspects. Students were asked about their agreement level of the gamification elements and the effect of gamification which are motivation, joyness, convenience, addiction, attractiveness, and interactiveness. The research found that experts gave a good score towards this game. Another finding of the research was that students agreed that the game had goals, science content, and challenging environment. Students also felt motivated, joy, convenient, addicted and attracted after playing the game. Students confirmed they have two ways of interaction with the game. Thus, the game is good as learning supplement for mirror reflection topics in junior high school.;--Penelitian ini bertujuan untuk mengembangkan instruksi berbantuan komputer dengan menggunakan elemen gamification pada topik refleksi cermin pada sekolah menengah pertama (SMP). Metode yang digunakan dalam penelitian ini adalah metode deskriptif. Validator untuk penelitian ini adalah tiga ahli dan lima puluh tujuh siswa. Para ahli yang berpartisipasi dalam penelitian ini adalah satu ahli sains, satu ahli media, dan satu guru ilmu pengetahuan alam. Siswa sebagai validator dalam penelitian ini adalah lima puluh tujuh siswa di kelas 9 di salah satu SMP di Jawa Barat. Aspek gamification yang dibuat pada game adalah gol, konten sains, dan lingkungan yang menantang. Pakar memberi masukan di kedua media dan kualitas aspek konten. Siswa memberikan tingkat persetujuan dari elemen gamifikasi dan efek gamifikasi. Efek gamifikasi yang ditanyakan adalah motivasi, kebahagiaan, kenyamanan, ketagihan, daya tarik, dan interaktif. Hasilnya menemukan bahwa para ahli memberikan skor yang baik terhadap permainan ini. Para siswa setuju bahwa permainan tersebut memiliki tujuan, konten ilmu pengetahuan alam, dan lingkungan yang menantang. Temuan lain dalam penelitian ini adalah unsur-unsur gamifikasi menyebabkan siswa merasa termotivasi, senang, nyaman, ketagihan dan tertarik setelah bermain game. Para siswa mengatakan bahwa mereka merasakan adanya interaksi dua arah. Oleh karena itu, permainan dapat digunakan untuk suplemen pembelajaran dalam belajar refleksi cermin di sekolah menengah pertama. | ||
| 546 | |a en | ||
| 690 | |a LB1603 Secondary Education. High schools | ||
| 690 | |a QP Physiology | ||
| 655 | 7 | |a Thesis |2 local | |
| 655 | 7 | |a NonPeerReviewed |2 local | |
| 787 | 0 | |n http://repository.upi.edu/41380/ | |
| 787 | 0 | |n http://repository.upi.edu | |
| 856 | 4 | 1 | |u http://repository.upi.edu/4138/ |