Gamified Flipped Classroom: Solusi Untuk Mendukung Stundent’s Emotional Engagement
DOI:
https://doi.org/10.32585/jp.v34i1.5998Keywords:
Keterlibatan Emosional, Gamifikasi, Flipped ClassroomAbstract
Pendidikan saat ini harus mampu membangun kemauan dan mengembangkan kreativitas peserta didik dalam proses pembelajaran. Salah satu upaya untuk mencapainya adalah meningkatkan keterlibatan siswa ketika pembelajaran berlangsung. Namun, selama masa transisi dari pembelajaran jarak jauh ke pembelajaran tatap muka keterlibatan siswa cenderung menurun khususnya di Kabupaten Purwakarta. Maka dari itu, diperlukan upaya guru untuk memfasilitasi siswa agar terlibat khususnya secara emosional. Gamified flipped classroom menjadi solusi praktis untuk memfasilitasi keterlibatan siswa secara emosional karena sifatnya yang menyenangkan. Tujuan penelitian ini adalah untuk mengetahui perbedaan keterlibatan emosional ketika menggunakan gamified flipped classroom dan untuk mengetahui apakah gamified flipped classroom akan memberikan dampak keterlibatan emosional lebih baik dibandingkan dengan flipped classroom saja. Metode penelitian yang digunakan adalah kuasi eksperimen dengan desain post-test only control group design. Sampel pada penelitian ini yaitu kelas X pada program keahlian Rekayasa Perangkat Lunak di salah satu sekolah menengah kejuruan di Purwakarta yang berjumlah 43 orang. Instrumen yang digunakan berupa non tes. Berdasarkan hasil penelitian terdapat perbedaan keterlibatan emosional yang signifikan antara kelas kontrol dan kelas eksperimen dengan nilai signifikansi sebesar 0,003, artinya kelas eksperimen yang diberi perlakuan gamified flipped classroom memiliki tingkat keterlibatan emosional yang lebih baik dibandingkan kelas kontrol yang hanya diberi perlakuan berupa flipped classroom saja. Sehingga dapat dikatakan bahwa gamified flipped classroom adalah metode yang baik untuk meningkatkan keterlibatan emosional siswa.
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