GAMIFICATION STRATEGY OF ACTIVE LEARNING IN MENTORING AMONG MILINEAL STUDENTS

Abstract

Active learning allows students to control their learning style by relating it to their actual experiences. This learning model can increase student motivation and engagement in an interactive environment. However, mentoring has not been actively implemented even though mentoring is one of the important agendas for the next 20 years and in line with education 4.0, which encourages students towards active learning. The study's findings found that the gamification approach is an effective method to increase the level of involvement and motivation of students in active learning. However, gamification becomes less effective when in-depth learning is carried out, and the learning process cannot provide satisfaction to students with high levels of confidence. This group only participates for fun but does not want to socialize with other students because the core of gamification is competitive-oriented. Therefore, the objective of this study is to produce a mentoring-style gamification strategy that has collaborative and social mechanics in a soft skill learning environment to increase the participation level of less sociable students. The hypothesis of this study is to introduce learning as a more motivating experience for all levels, not just outstanding students. Student involvement in the play experience can be translated into an educational context to facilitate learning while influencing personality and behavior, including communication skills, problem-solving, self-motivation, decision-making, and time management. The methodology of this study is through exploratory research, namely, observation, activity development, and effectiveness testing to relate students' experiences in authentic learning situations. The result from this study is a mentoring-style gamification strategy that is a guide for mentors to carry out active learning mentoring activities that involve soft skills with students.