Alfatihah, Priska Nurshinta and Dian Inayati,, S.Pd., M.Ed (2024) Exploring English Teacher’s Views Towards The Use Of Digital Gamification In Indonesian Secondary Education. Sarjana thesis, Universitas Brawijaya.
Abstract
Penelitian ini mengkaji persepsi guru bahasa Inggris mengenai penggunaan gamifikasi digital di sekolah menengah di Indonesia, dengan fokus pada guru-guru di kota Mojokerto. Untuk mencapai tujuan tersebut, peneliti menggunakan pendekatan kuantitatif dan melibatkan 103 partisipan. Data diperoleh melalui penyebaran kuesioner yang mencakup tiga indikator utama: pentingnya penggunaan gamifikasi digital, pandangan guru tentang kelebihan dan kekurangan gamifikasi dalam pengajaran bahasa Inggris, serta hambatan yang dihadapi dalam penerapan gamifikasi digital. Kuesioner terdiri dari 38 sub-pertanyaan berbentuk pilihan ganda dan disebarkan secara online melalui grup WhatsApp atau komunitas guru Mojokerto di Facebook. Temuan penelitian ini menunjukkan hasil indeks tertinggi dari data yang telah dikumpulkan. Pada indikator pertama, "Gamifikasi meningkatkan perbedaan individu di antara siswa" mendapat persetujuan sebesar 79,6%, yang berarti para guru setuju bahwa penggunaan gamifikasi digital dapat meningkatkan kepercayaan diri siswa dalam pengajaran di kelas. Pada indikator kedua, "Saya memberikan kegiatan remedial berbasis gamifikasi kepada siswa untuk dikerjakan di rumah" mendapat persetujuan sebesar 71,8%. Ini menunjukkan bahwa sebagian besar guru setuju bahwa pengajaran berbasis gamifikasi efektif dilakukan di mana saja. Indikator ketiga, "Beban pengajaran dan administratif membatasi penggunaan gamifikasi saya," mendapat indeks persetujuan tertinggi sebesar 72,8% tidak setuju. Meskipun ini tampaknya negatif, dari konteks kalimat, ini sebenarnya positif karena para guru tidak setuju bahwa beban administratif menghalangi mereka dalam menggunakan gamifikasi digital. Kesimpulan dari penelitian ini menunjukkan bahwa mayoritas guru bahasa Inggris di sekolah menengah di Kota Mojokerto, Indonesia, memiliki pandangan positif terhadap penggunaan gamifikasi digital dalam pembelajaran. Mereka umumnya setuju bahwa gamifikasi digital dapat mendorong perbedaan individu di antara siswa, meningkatkan kepercayaan diri siswa, dan efektif untuk kegiatan remedial di luar kelas. Namun, sebagian besar guru tidak setuju bahwa beban mengajar dan administratif menjadi penghambat utama dalam penggunaan gamifikasi digital
English Abstract
This research examines English teachers' perceptions regarding the use of digital gamification in secondary schools in Indonesia, with a focus on teachers in the city of Mojokerto. To achieve this goal, researchers used a quantitative approach and involved 103 participants. Data was obtained through distributing questionnaires covering three main indicators: the importance of using digital gamification, teachers' views on the advantages and disadvantages of gamification in teaching English, and the obstacles faced in implementing digital gamification. The questionnaire consists of 38 sub-questions in multiple choice form and is distributed online via WhatsApp groups or the Mojokerto teacher community on Facebook. The findings of this research show the highest index results from the data that has been collected. In the first indicator, “Gamification increases individual differences among students” received approval of 79.6%, which means teachers agree that the use of digital gamification can increase students' confidence in classroom teaching. In the second indicator, "I provide gamification-based remedial activities for students to do at home" received approval of 71.8%. This shows that most teachers agree that gamification-based teaching is effective anywhere. The third indicator, “Teaching and administrative burden limits my use of gamification,” received the highest agreement index at 72.8% disagree. While this may seem negative, from the context of the sentence, it is actually positive as teachers disagree that administrative burdens hinder them from using digital gamification. The conclusion of this research shows that the majority of English teachers in secondary schools in Mojokerto City, Indonesia, have a positive view of the use of digital gamification in learning. They generally agree that digital gamification can encourage individual differences among students, increase student self-confidence, and is effective for remedial activities outside the classroom. However, most teachers disagree that teaching and administrative burden are the main obstacles to the use of digital gamification.
| Item Type: | Thesis (Sarjana) |
|---|---|
| Identification Number: | 052412 |
| Uncontrolled Keywords: | English Teacher’s persception, Digital Gamification, Secondary Educations-English Teacher's perception, Digital Gamification, Secondary Education |
| Divisions: | Fakultas Ilmu Budaya > Pendidikan Bahasa Inggris |
| Depositing User: | Sugeng Moelyono |
| Date Deposited: | 25 Oct 2024 03:22 |
| Last Modified: | 25 Oct 2024 03:22 |
| URI: | http://repository.ub.ac.id/id/eprint/227437 |
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