Pengaruh Game-Based Learning Terhadap Motivasi Dan Hasil Belajar Peserta Didik Pada Mata Kuliah Pemrograman Dasar

Anggraeni, Dwi and Ir. Admaja Dwi Herlambang, S.Pd., M.Pd. and Ir. Tri Afirianto, S.T., M.T. (2024) Pengaruh Game-Based Learning Terhadap Motivasi Dan Hasil Belajar Peserta Didik Pada Mata Kuliah Pemrograman Dasar. Sarjana thesis, Universitas Brawijaya.

Abstract

Kegiatan belajar dirancang dengan tujuan agar bertambahnya wawasan maupun perilaku baik secara kognitif, afektif, maupun psikomotor. Pembelajaran diarahkan untuk memperoleh kompetensi dan jika sudah memperolehnya berarti peserta didik sudah memiliki pemahaman, dapat memaknai dan memanfaatkan apa yang sudah ia pelajari. Berdasarkan hasil Ujian Akhir Praktikum (UAP) mata kuliah Pemrograman Dasar pada 70 peserta didik Program Studi S1 Pendidikan Teknologi Informasi Fakultas Ilmu Komputer Universitas Brawijaya (PTI FILKOM UB), hanya 12% yang mendapatkan nilai di atas 60 dan ditemukan bahwa 54% dari mereka masih kesulitan dalam materi perulangan yang berarti belum memenuhi kompetensi yang diharapkan. Dalam hasil wawancara bersama dosen pengampu mata kuliah Pemrograman Dasar mendapatkan bahwa dalam proses belajar pendidik menerapkan Problem-Based Learning (PBL) sehingga diperlukan penelitian lebih lanjut untuk mengetahui apakah model pembelajaran tertentu mempengaruhi hasil belajar dan motivasi peserta didik terutama pada aspek psikomotorik dan kognitif. Penelitian ini bertujuan mencari pengaruh implementasi Game Based Learning (GBL) terhadap motivasi dan hasil belajar peserta didik. Penelitian ini berjenis eksperimen dengan design Static-Group Pretest Posttest dimana kelas kontrol diberi treatment dengan PBL dan kelas eksperimen diberi treatment GBL. Hasil pengumpulan data yang berupa nilai kuesioner motivasi, nilai kognitif dan nilai psikomotorik peserta didik diuji dengan uji normalitas jenis Shapiro-Wilk, uji homogenitas jenis Levene serta uji hipotesis jenis Mann-Whitney U dan Wilcoxon-Signed Rank. Hasil uji beda pada motivasi belajar, hasil belajar kognitif dan psikomotorik menunjukkan tidak ada beda antara posttest kelas eksperimen dengan posttest kelas kontrol. Dengan demikian, percobaan dengan design Static-Group Pretest Posttest menunjukkan bahwa GBL tidak berpengaruh terhadap motivasi maupun hasil belajar peserta didik.

English Abstract

Learning activities are designed to increasing insight and behavior both cognitively, affectively, and psychomotor. Learning is directed at obtaining competence where students who already have competence mean that they are able to understand, interpret and utilize the material they have learned. Based on the results of the Final Practicum Examination (UAP) of the Basic Programming course on 70 students of the Bachelor of Information Technology Education Study Program, Faculty of Computer Science, Universitas Brawijaya (PTI FILKOM UB), only 12% got a score above 60 and it was found that 54% of them still had difficulty in looping material. Based on this, it indicates that most students have not met the expected competencies. In the results of interviews with lecturers teaching Basic Programming courses found that in the learning process educators use the Problem-Based Learning (PBL) learning model so that efforts are needed to find out whether certain learning models affect student learning outcomes, especially in cognitive and psychomotor aspects. The objective of this study is to determine the impact of the Game Based Learning (GBL) instructional approach on students' motivation and academic achievements. This study employs an experimental research approach using a Static-Group Pretest Posttest design. The control group is subjected to Problem-Based Learning (PBL), whereas the experimental group is subjected to Game-Based Learning (GBL). The collected data, including motivation questionnaire scores, cognitive scores, and psychomotor scores of students, were subjected to several statistical tests to assess normality (Shapiro-Wilk test), homogeneity (Levene test), and hypothesis testing (Wilcoxon-Signed Rank Test and Mann-Whitney U test). The findings of the difference test on learning motivation, cognitive, and psychomotor learning outcomes indicated that there was no discernible distinction between the posttest scores of the experimental class and the control class. Thus, an experiment with a static-group pretestposttest experimental design shows that GBL has no effect on students' motivation or learning outcomes.

Item Type: Thesis (Sarjana)
Identification Number: 0524150244
Uncontrolled Keywords: Game Based Learning, Problem Based Learning, motivasi belajar, hasil belajar, Pemrograman Komputer.Game Based Learning, Problem Based Learning, learning motivation, learning outcomes, computer programming.
Divisions: Fakultas Ilmu Komputer > Pendidikan Teknologi Informasi
Depositing User: soegeng sugeng
Date Deposited: 25 Apr 2024 07:42
Last Modified: 25 Apr 2024 07:42
URI: http://repository.ub.ac.id/id/eprint/217791
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