Rahmadhani Mulvia *

Universitas Garut, Indonesia

Asep Irvan Irvani 

Universitas Garut, Indonesia

Resti Warliani 

Universitas Garut, Indonesia

Siti Nurdianti Muhajir

Universitas Garut, Indonesia

Amar Amrullah

Universitas Garut, Indonesia

Nursabila

Universitas Garut, Indonesia

Justiviya Martan Guantiani

Universitas Garut, Indonesia

https://doi.org/10.19184/ijece.v1i1.60005 

Abstract

21st-century teachers are required to present interactive learning and adapt to technological developments. The Physics Education Study Program at Universitas Garut organized a community service workshop for teachers at SMAN 14 Garut. The aim was to provide conceptual insights and practical skills in implementing gamification in learning using the scratch application. The workshop was conducted for 32 teaching hours, covering material presentation and practical design of gamification-based learning. The participants were 19 teachers from various disciplines at SMAN 14 Garut. The workshop stages included: (1) material presentation; (2) demonstration of gamification-based learning; and (3) design of gamification-based learning. The activity was evaluated with a Likert scale questionnaire, which showed that (1) the use of gamification in learning received a good response from participants and had an 84.2% chance of being implemented independently by participants; and (2) the material provided was in accordance with the needs and relevant to the profession of the workshop participants by 94.7%. Therefore, this workshop can be declared successfully implemented and received a good response.

Keywords: Gamification, Learning, Scratch Application, Workshop, Teacher

Abstrak

Guru abad ke-21 dituntut untuk menghadirkan pembelajaran yang interaktif serta adaptif terhadap perkembangan teknologi. Program Studi Pendidikan Fisika Universitas Garut menyelenggarakan pengabdian masyarakat berupa workshop bagi guru di SMAN 14 Garut. Tujuannya untuk memberikan wawasan konseptual dan keterampilan praktis implementasi gamifikasi pada pembelajaran menggunakan aplikasi scratch. Workshop dilakukan selama 32 jam pelajaran meliputi pemaparan materi dan praktik perancangan pembelajaran berbasis gamifikasi. Peserta workshop sebanyak 19 orang guru lintas disiplin ilmu dari SMAN 14 Garut. Tahapan workshop meliputi: (1) pemaparan materi; (2) demonstrasi pembelajaran berbasis gamifikasi; dan (3) perancangan pembelajaran berbasis gamifikasi. Kegiatan dievaluasi dengan angket berskala likert sehingga diketahui bahwa (1) penggunaan gamifikasi dalam pembelajaran memperoleh respon baik dari peserta serta memiliki peluang diimplementasikan secara mandiri oleh peserta sebesar 84,2%; dan (2) materi yang diberikan sesuai dengan kebutuhan dan relevan dengan profesi peserta workshop sebesar 94,7%. Oleh karena itu, workshop ini dapat dinyatakan berhasil dilaksanakan dan memperoleh respon baik 

Kata Kunci: Gamifikasi, Pembelajaran, Aplikasi Scratch, Workshop, Guru 

References

Astuti, I. A. D., Bhakti, Y. B., Okyranida, I. Y., & Prasetya, R. (2024). Implementasi Pendekatan Gamifikasi dalam Pembelajaran Fisika: Analisis Bibliometrik. Navigation Physics: Journal of Physics Education., 6(1), 110–115.

Chen, J., & Liang, M. (2022). Play hard, study hard? The influence of gamification on students’ study engagement. Frontiers in Psychology, 13(October). https://doi.org/10.3389/fpsyg.2022.994700

Dahalan, F., Alias, N., & Shaharom, M. S. N. (2023). Gamification and Game Based Learning for Vocational Education and Training: A  Systematic Literature Review. Education and Information Technologies, 1–39. https://doi.org/10.1007/s10639-022-11548-w

Dichev, C., & Dicheva, D. (2017). Gamifying education: what is known, what is believed and what remains uncertain: a critical review. In International Journal of Educational Technology in Higher Education (Vol. 14, Issue 1). International Journal of Educational Technology in Higher Education. https://doi.org/10.1186/s41239-017-0042-5

González‐pérez, L. I., & Ramírez‐montoya, M. S. (2022). Components of Education 4.0 in 21st Century Skills Frameworks: Systematic Review. Sustainability (Switzerland), 14(3), 1–31. https://doi.org/10.3390/su14031493

Mahendra, C., Prabowo, R. E., Paath, D. K., Mili, W. N., & Annawati, B. D. (2023). Gamifikasi dalam Pendidikan STEM: Transformasi Pembelajaran dan Pemberdayaan Siswa menuju Industri 5.0. IPF: Inovasi Pendidikan Fisika, 12(3), 92–100. https://doi.org/10.26740/ipf.v12n3.p92-100

Mili, W. N., Mahendra, C., Bergitta, D., & Annawati, D. (2023). Advancing Science Education and Development through Gamified Mobile App for Junior High School Physics Learning. 12(3), 101–110.

Nordin, M. N. bin, Maidin, S. S., Rajoo, M., Mahmod, M., Jani, W. N. F. A., Yusoh, M. P., Magiman, M. M., & Mosbiran, N. F. (2022). International Frameworks For 21st Century Competences: Comparative Education. Res Militaris, 12(2).

Rahmawati, Y., Febriyana, M. M., Bhakti, Y. B., Astuti, I. A. D., & Suendarti, M. (2022). Pengembangan Media Pembelajaran Fisika Berbasis Game Edukasi: Analisis Bibliometrik Menggunakan Software VOSViewer (2017-2022). Jurnal Penelitian Pembelajaran Fisika, 13(2), 257–266. https://doi.org/10.26877/jp2f.v13i2.13170

Saadah, F., Muhajir, S. N., & Mulvia, R. (2025). MODEL ARGUMENT DRIVEN INQUIRY (ADI) DENGAN MEMANFAATKAN GAMIFIKASI UNTUK MENINGKATKAN PENALARAN ILMIAH SISWA. RELATIVITAS: Jurnal Riset Inovasi Pembelajaran Fisika, 8(1), 58–71.

Sailer, M., Hense, J. U., Mayr, S. K., & Mandl, H. (2017). How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Computers in Human Behavior, 69, 371–380. https://doi.org/https://doi.org/10.1016/j.chb.2016.12.033

Silvester, S., Sumarni, M. L., & Saputro, T. V. D. (2024). Pengaruh Kompetensi Technological Pedagogical Content Knowledge (TPACK) terhadap Keterampilan Guru dalam Mengimplemtasikan Pembelajaran Berbasis Digital. Journal of Education Research, 5(4), 4958–4965. https://doi.org/10.37985/jer.v5i4.1697

Wang, A. I., & Tahir, R. (2020). The effect of using Kahoot! for learning – A literature review. Computers and Education, 149(May 2019), 103818. https://doi.org/10.1016/j.compedu.2020.103818

Yu, H., Chen, Y., & Ismail, I. M. bin. (2025). From scaffolding to success: How instructor pedagogical support and collaborative classroom interaction drive scholastic motivation in programming education. Acta Psychologica, 259(July). https://doi.org/10.1016/j.actpsy.2025.105289

Yuniar, R. A., Fuady, M. S., Ayusman, M. H., & Kamal, M. R. (2025). Kajian Literatur: Efektiivitas Penggunaan Scratch Dalam Meningkatkan Kualitas Pembelajaran di Era Digital. Jurnal Media Akademik, 3(6), 3031–5220.

Zahid, M. Z., Dewi, N. R., Asih, T. S. N., Winarti, E. R., Putri, T. U. K., & Susilo, B. E. (2021). Scratch Coding for Kids: Upaya Memperkenalkan Mathematical Thinking dan Computational Thinking pada Siswa Sekolah Dasar. PRISMA, Prosiding Seminar Nasional Matematika, 4, 476–486.