Abstract
Based on the data, it is known that the average score of the overall evaluation aspects of the learning design reached 3.4. This figure according to the results of the conversion of quantitative data to qualitative data on scale 4 belongs to the very good category, which means that the learning design of gamified problem-based learning developed is feasible to be applied in learning. The purpose of writing this article is to develop an appropriate gamification model in tertiary institutions which links gamification theory and problem based learning into a new model that will later be combined with existing learning media to become more effective and interesting when applied in each course. Research on learning design models can be classified into three types: model development, model validation, and model use. This study examines the first two points above, which are based on research methodologies for model development and model validation where learning models are developed either practically or theoretically. In theory, the cause is based on the literature related to the model that is to be developed, being practical because it must be based on a learning design that is suitable for real life. The gamified problem-based learning design model has been based on literature and has projected real-life learning needs. In the results, it is known that the effectiveness and attractiveness of the design of gamified problem based learning as teaching material in the form of theory and practice have shown results in the excellent category which means that this learning design is feasible to be applied in learning.
Highlights
The definition of learning gamification, according to [1] said as an alternative in the process of motivating and able to reach the demand for the need for learning experiences to form appropriate learning characteristics as a result
Some recommendations that can be used by researchers who are interested in doing learning design using gamification include [9]: 1) focus on students, 2) use only one or a few game mechanics that are approximately following the circumstances, 3) do not make technology as the main thing in the development of gamification, 4) do not rely too much on the results of analytic learning, because it can be misleading if used improperly, 5) always make revisions and repetitions to get the maximum, 6) make the learning atmosphere into an interesting and happy game for the teacher and students
This study examines the first two points above, which are base on research methodologies for model development and model validation, where learning models are develope either practically or theoretically
Summary
The definition of learning gamification, according to [1] said as an alternative in the process of motivating and able to reach the demand for the need for learning experiences to form appropriate learning characteristics as a result. By effectively applying gamification in learning can influence students' critical thinking processes dominantly This view can be used as a breakthrough in education when the application of gamification as a strategy by mixing and matching to the Problem-based learning (PBL) model as a syntax in learning, especially in learning Physics. The same problem is that Physics courses considered to be elusive subjects so that it has a direct impact on the acquisition of low student scores, according to research [5] revealed by improving conducive learning atmosphere according to the gamification approach can increase student learning motivation. The implementation of gamification strategies in this study, as a form of reference for educators in understanding and effectively using gamification strategies to improve student learning outcomes [6]
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