Gamification based mobile application as learning media innovation for basic programming lessons

Hidayat, Wahyu; Fitranti, Alifia; Firdaus, A F; Kartikasari, C D I; Sutikno, Tri Atmadji

doi:10.1088/1757-899x/732/1/012113

Cited by 11 publications

(9 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Table III reveals ten problems encountered by students while learning programming. These include a lack of interest in learning [14], [22], [23], low motivation [5], [7], [9], [14], [24]- [27], difficulty in writing code [6], [28], difficulty in mastering programming concepts [5], [7], [26], [29], [30], tedious learning process [5], [7], [8], [31], difficulty in mastering support skills [7], [11], limited learning resources [24], low engagement in learning [3], [8], [9], [18], [26], [27], missing a given assignment [32], and considering programming to be difficult [11], [14], [33].…”

Section: Considering the Subject Difficultmentioning

confidence: 99%

“…Three main problems frequently arise among the ten identified: students have low motivation, have difficulty mastering programming concepts and are less involved in the learning process. To overcome the lack of student motivation, gamification is applied to the learning model [9], [14] and various applications are used such as mobile apps [7], [24], Children Learning in Science (CLIS) [5], UDPiler [25], LMS [26] and Student Code Review (SCoRe) [27]. Furthermore, difficulties in mastering programming concepts are overcome by implementing gamification using mobile apps [7], CLIS [5], BattleWeb [29], LMS [26] and a learning model [30].…”

Section: Considering the Subject Difficultmentioning

confidence: 99%

See 1 more Smart Citation

Implementation of Gamification in Programming Learning: Literature Review

Maryono¹,

Budiyono²,

Sajidan³

et al. 2022

IJIET

View full text Add to dashboard Cite

Student motivation is one of many issues within programming learning. For a variety of reasons, students consider programming to be a challenging topic. Gamification in programming learning has been found to increase students’ interest, engagement and motivation in learning. However, the use of gamification also has limitations in terms of technical aspects, implementation and results. This research investigates the use of gamification in programming learning and various conclusions derived from the Systematic Literature Review approach. This study has the following problem statements: 1) the obstacles faced by students in learning programming; 2) the technical implementation of gamification, such as the technology, features and game aspects employed; and 3) the influence of gamification implementation on programming learning. The findings of this study help in determining whether the use of gamification through game features can help students overcome obstacles.

show abstract

Section: Considering the Subject Difficultmentioning

confidence: 99%

Section: Considering the Subject Difficultmentioning

confidence: 99%

Implementation of Gamification in Programming Learning: Literature Review

Maryono¹,

Budiyono²,

Sajidan³

et al. 2022

IJIET

View full text Add to dashboard Cite

show abstract

“…Dalam proses penilaian proses hasil belajar peserta didik di sekolah, aspek-aspek yang sangat berperan penting adalah berkenaan dengan pemilihan alat, penyusunan soal, dan tahapan evaluasi pembelajaran (Dewi & Ibrahim, 2014) dan (Syamsudin, 2014). Evaluasi berfungsi untuk menentukan kinerja terhadap subyek berdasarkan kriteria tertentu (Didayat & Asyafah, 2019), (Harsono, 2021), dan (Hidayat et al, 2019). Subyek yang dimaksud disini adalah peserta didik yang melakukan kegiatan aktif pada setiap proses pembelajaran (Disman et al, 2020).…”

Section: Analisis Situasiunclassified

Pelatihan Penyusunan Alat Evaluasi Non Tes bagi Guru Madrasah di Mataram

Herianto

Ismail

Dahlan

et al. 2021

PPM

View full text Add to dashboard Cite

Evaluation of the learning process (through non-test) is often ignored by madrasah teachers in Mataram, at least getting less attention than learning outcomes (tests) as it is known that education is oriented to results and the process. Evaluation of learning outcomes and learning processes must be carried out in a balanced and simultaneous manner. Non-test evaluation tools are an essential part that must be considered by teachers, in addition, to test evaluation tools. If the teacher does not develop a non-test evaluation, it will impact the acquisition of student learning outcomes that do not describe the actual ability of a subject. Based on this consideration, training in the preparation of non-test evaluation tools is urgently needed so that teachers can carry out comprehensive evaluations using test and non-test tools. This service activity is in the form of training in preparing non-test evaluation tools in the madrasa environment. The method of implementing this activity follows the stages of preparation, observation of partner madrasas, training in the preparation of non-test evaluation tools, and follow-up. The activity results indicate that all stages of the activity went well and produced the product as determined. In addition, there has been an increase in participants' understanding and skills in preparing non-test evaluation instruments. It is evidenced by the average posttest score (75.00) is better than the pretest (32.12). This positive change is the answer to teacher problems in developing learning evaluations in madrasas.

show abstract

“…Gamification is vital in creating student engagement, affecting student achievement (Hidayat et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

A Vocational School Cutting-Edge Learning Strategy: Examining Gamification Towards Student Engagement and Achievement

Rohmah

2022

j. kependidikan. has. penelit. kaji. kepustakaan. bid. pendidik

View full text Add to dashboard Cite

The digital era facilitates vocational-based school learning by using innovative and digital methods. Learning media using gamification tends to be better and more relevant for students because it follows their age. This study aims to analyze the effect of gamification and student engagement on student achievement moderated by motivation. The study was conducted on vocational-based secondary school students in Central Java, involving 174 samples. The results showed that gamification and student engagement affected student achievement. Gamification affects student engagement, and motivation strengthens the effect of gamification and student engagement on student achievement. This study confirms that the gamification process in the learning process enhances the interaction between students. Research indicates that relevant gamification is implemented in vocational-based schools. Research demonstrates that motivational gamification has a critical role in increasing student achievement. Schools can adopt gamification methods to improve student learning abilities and achievement so that vocational schools acquire skilled students.

show abstract

Gamification based mobile application as learning media innovation for basic programming lessons

Cited by 11 publications

References 12 publications

Implementation of Gamification in Programming Learning: Literature Review

Implementation of Gamification in Programming Learning: Literature Review

Pelatihan Penyusunan Alat Evaluasi Non Tes bagi Guru Madrasah di Mataram

A Vocational School Cutting-Edge Learning Strategy: Examining Gamification Towards Student Engagement and Achievement

Contact Info

Product

Resources

About