Efektivitas Game-Based Learning Wayground dalam Meningkatkan Argumentasi Ekonomi Siswa SMA pada Program Asistensi Mengajar

Syarifatul Mukarromah; Putra Hilmi Prayitno

doi:10.55681/armada.v4i5.2239

Authors

Syarifatul Mukarromah Universitas Negeri Malang, Malang, Indonesia
Putra Hilmi Prayitno Universitas Negeri Malang, Malang, Indonesia

DOI:

https://doi.org/10.55681/armada.v4i5.2239

Keywords:

Game-Based Learning, Wayground, Argumentasi Ekonomi, Pembelajaran Ekonomi

Abstract

Penelitian ini bertujuan untuk mengetahui efektivitas Game-Based Learning berbantuan Wayground dalam meningkatkan kemampuan argumentasi ekonomi siswa SMA pada Program Asistensi Mengajar. Penelitian menggunakan pendekatan kuantitatif dengan desain kuasi-eksperimen tipe nonequivalent control group design. Subjek penelitian terdiri atas dua kelas, yaitu Kelas X G sebagai kelas kontrol dengan pembelajaran biasa dan Kelas X F sebagai kelas eksperimen dengan pembelajaran Game-Based Learning berbantuan Wayground. Data diperoleh melalui nilai sebelum dan sesudah pembelajaran, kemudian dianalisis menggunakan perbandingan rata-rata, perkembangan nilai, dan N-Gain. Hasil penelitian menunjukkan bahwa kelas kontrol mengalami peningkatan rata-rata dari 77,00 menjadi 80,47 dengan rata-rata perkembangan 3,47 poin dan N-Gain 0,15 kategori rendah. Kelas eksperimen meningkat dari 71,53 menjadi 87,25 dengan rata-rata perkembangan 15,72 poin dan N-Gain 0,58 kategori sedang. Seluruh siswa kelas eksperimen mengalami peningkatan nilai. Dengan demikian, Game-Based Learning berbantuan Wayground efektif digunakan untuk meningkatkan kemampuan argumentasi ekonomi siswa SMA.

Downloads

Download data is not yet available.

References

Ackermann, N., & Kavadarli, B. (2022). Civic argumentation in the economic domain: Examining upper high school students’ arguments on socio-economic problems in a performance test by applying a domain-specific analytical framework. Citizenship, Social and Economics Education, 21(1), 22–42. https://doi.org/10.1177/20471734211050283

Alfiatur Rakhma, S., & Nur Chamidah. (2024). Peran Peran Mahasiswa dalam Program Asistensi Mengajar di TK Tri Murti Surabaya. Jurnal Teknologi Informasi Untuk Masyarakat, 2(2), 206–214. https://doi.org/10.29408/jt.v2i2.28814

Bai, S., Hew, K. F., & Huang, B. (2020). Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts. In Educational Research Review (Vol. 30). Elsevier Ltd. https://doi.org/10.1016/j.edurev.2020.100322

Clark, D. B., Tanner-Smith, E. E., & Killingsworth, S. S. (2016). Digital Games, Design, and Learning: A Systematic Review and Meta-Analysis. Review of Educational Research, 86(1), 79–122. https://doi.org/10.3102/0034654315582065

Erduran, S., Simon, S., & Osborne, J. (2004). TAPping into argumentation: Developments in the application of Toulmin’s Argument Pattern for studying science discourse. Science Education, 88(6), 915–933. https://doi.org/10.1002/sce.20012

Gopalan, M., Rosinger, K., & Ahn, J. Bin. (2020). Use of Quasi-Experimental Research Designs in Education Research: Growth, Promise, and Challenges. Review of Research in Education, 44(1), 218–243. https://doi.org/10.3102/0091732X20903302

Hattie, J., & Timperley, H. (2017). The power of feedback. In Review of Educational Research (Vol. 77, Number 1, pp. 81–112). SAGE Publications Inc. https://doi.org/10.3102/003465430298487

Ke, F. (2016). Designing and integrating purposeful learning in game play: a systematic review. Educational Technology Research and Development, 64(2), 219–244. https://doi.org/10.1007/s11423-015-9418-1

Nabila Aziziy, Y., Ghofur, A., & Rasyid, A. (2025). Keterampilan 4C dalam Pendidikan Indonesia: Analisis Peran Mediasi antar Dimensi Kolaboratif, Komunikatif, Berpikir Kritis dan Kreatif. In Jurnal Ilmiah Pendidik Indonesia (Vol. 4, Number 2).

Qian, M., & Clark, K. R. (2016). Game-based Learning and 21st century skills: A review of recent research. Computers in Human Behavior, 63, 50–58. https://doi.org/10.1016/j.chb.2016.05.023

Ramadhan, P. D., & Koryati, D. (2025). Educaplay sebagai Inovasi Game Based Learning dalam Pembelajaran Ekonomi: Solusi Interaktif untuk Generasi Digital. http://Jiip.stkipyapisdompu.ac.id

Ryan, R. M., & Deci, E. L. (2000). Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being Self-Determination Theory. Ryan.

Sailer, M., & Homner, L. (2020). The Gamification of Learning: a Meta-analysis. Educational Psychology Review, 32(1), 77–112. https://doi.org/10.1007/s10648-019-09498-w

Sanchez, D. R., Langer, M., & Kaur, R. (2020). Gamification in the classroom: Examining the impact of gamified quizzes on student learning. Computers and Education, 144. https://doi.org/10.1016/j.compedu.2019.103666

Sugrah, N. (2019). Implementasi Teori Belajar Konstruktivisme Dalam Pembelajaran SAINS. Humanika, Kajian Ilmiah Mata Kuliah Umum, 19.

Wisniewski, B., Zierer, K., & Hattie, J. (2020). The Power of Feedback Revisited: A Meta-Analysis of Educational Feedback Research. In Frontiers in Psychology (Vol. 10). Frontiers Media S.A. https://doi.org/10.3389/fpsyg.2019.03087

Zainuddin, Z., Shujahat, M., Haruna, H., & Chu, S. K. W. (2020). The role of gamified e-quizzes on student learning and engagement: An interactive gamification solution for a formative assessment system. Computers and Education, 145. https://doi.org/10.1016/j.compedu.2019.103729