JRSSEM 2023, Vol. 02, No. 7, 1392 – 1406

E-ISSN: 2807 - 6311, P-ISSN: 2807 - 6494

DOI : 10.36418/jrssem.v2i07.384 https://jrssem.publikasiindonesia.id/index.php/jrssem/index

IMPACTS OF GAMIFICATION LEARNING APPROACH ON

STUDENT’S PERFORMANCE AND PERCEPTION DURING

COVID 19 POST PANDEMIC 2021 IN INDONESIA NEW

NORMAL LEARNING SETTING

Anthia Ratna

Lubna Ali Mohammed

Anitha Kirpalani

Komal Hiranandani

Laveena Tolani

Sanchita Nandi

1,2

Department of TESL, Faculty of Social Sciences, Arts, and Humanities, Lincoln University

College (LUC), Malaysia

3,4,5&6

Department of Education, Faculty of Social Sciences, Arts, and Humanities, Lincoln

University College (LUC), Malaysia.

e-mail : anthiaratna21@gmail.com, lubnaa[email protected]u.my, anithakirpalani@gmail.com,

komalhiranandani@gmail.com,

laveenatolani@gmail.com, sanchitanandi@gmail.com

*Correspondence: lubnaali@lincoln.edu.my

Submitted

: 21

January 2023

Revised

: 11

February 2023

Accepted

: 21

February 2023

Abstract: This study aims to determine the impact of student performance and perceptions of

those taught with a gamification learning approach compared to students in rote classes on their

academic reading comprehension during COVID 19 Post-Pandemic 2021 in Indonesia's New

Normal learning setting. A quasi-experimental study design with pre-test and post-test control

groups was used. Students are allocated to one of two versions of the program's learning

environment at random: the gamified version or the original non-gamified version. The results of

the pre-post test through the Independent Sample T-Test found a significant value which proved

that the Gamification Learning Technique was also more effective than the rote learning method.

Questionnaires were used to collect data regarding opinions related to gamification elements and

it was found that most students chose "strongly agree" to "agree" with positive statements about

research. In conclusion, gamified learning is recommended to make learning more enjoyable, even

without fully solving some of the motivational challenges students face.

Keywords: Perception; Gamification; Performance; Pre- post- control group; Experimental

design; New Normal learning setting.

Anthia Ratna

Lubna Ali Mohammed

Anitha Kirpalani

Komal Hiranandani

Laveena Tolani

Sanchita Nandi

| 1393

DOI : 10.36418/jrssem.v2i07.384 https://jrssem.publikasiindonesia.id/index.php/jrssem/index

INTRODUCTION

English is one of the languages which

has become an international language.

English proficiency has huge benefits in

today’s world since it is a worldwide lingua

franca. Indonesia is the only Southeast

Asian country that has not made English

compulsory. In Indonesia, English is placed

as a Foreign Language; there is no

immediate use of the language in everyday

context; it serves a minimal purpose.

Students speak Indonesian in school or in

formal settings and it is the local language

at home every day. Based on the English

Proficiency Index by Education First,

Indonesia is the 15th country with the

lowest English Proficiency in Asia and 74th

globally with a score of 453 (EF.com, 2021)

(see Figure 01). The result proves that

Indonesia needs room for improvement.

Figure 1. EF English Proficiency Index in Asia

Mastery of regional languages and

Indonesian is no longer sufficient in this

advanced period. Indonesia has long felt

the impacts of globalization. Everyone is

competing to acquire diverse talents to win

life's competition. The community must

convey ideas and skills, aided by competent

communication mediums, such as the

English language. Quoted from the journal

English in Indonesia: Status and Influence,

it is mentioned that the ability to

comprehend English is challenging for

Indonesians, both in terms of vocabulary,

pronunciation, and sentence structure.

Since English has become an asset for

employment opportunities, many parents

consider sending their children to a

bilingual English-Indonesian speaking

school, which promotes early bilingual child

development. In addition to that, parents

do not have to worry about their children

being unable to speak English; although

there is a lack of support from the

community and family who speak English in

daily life. This trend brings a significant

impact on the student’s language

Anthia Ratna

Lubna Ali Mohammed

Anitha Kirpalani

Komal Hiranandani

Laveena Tolani

Sanchita Nandi

| 1394

comprehension and literacy skills.

Reading has a crucial role in the

acquisition of a language, particularly in the

success of language learning. It is common

for students to struggle with reading

English fluently. Despite the fact that many

youngsters can read, the act of reading and

the act of comprehending are two very

distinct things. It is critical to have

significant reading comprehension skills.

Besides that, reading comprehension is the

highest level of reading skills in English.

Students should be able to use their

cognitive abilities to understand how

written and spoken communication is

interwoven. With this skill, the learning

experience is enhanced as the task of

reading is done more efficiently, which is

beneficial not only in the classroom but

also in the workplace and in one's personal

life. In order to keep up with contemporary

global developments, English reading

comprehension abilities are a necessity for

Indonesians to possess. Teachers are

challenged to be innovative when teaching

language to create an engaging and

positive learning environment, especially

when teaching reading comprehension.

COVID-19 in Indonesia was confirmed

by the President of Indonesia on the 2nd of

March 2020. COVID-19's preventive

measures include implementing social and

physical distancing policies as well as the

temporary closure of schools (Fong, 2020).

Traditional education has changed radically

within the last two years due to the Covid-

19 Pandemic; since then students have

been learning online. After the cases

decreased and vaccinations given;

Indonesia reopened schools with extra

caution in the New Normal Era. Students

returned back to school and have adjusted

to the new arrangements by following

health protocols. The President of

Indonesia approved in-person learning in

the current academic year with strict

requirements to ensure a safe return to

schools during the Covid-19 pandemic.

Those requirements were that only 25

percent of the total number of students

were allowed to attend classrooms at a

time, classroom activities were to last only

four hours per day, and student attendance

was limited to twice per week. The

President's official speech was followed by

The Jakarta Provincial Government's press

release. During the limited offline schooling

trial, several regulations had to be paid

attention to, such as that the offline school

trial was to be held once a week for each

grade, the number of students was limited

to a maximum of 50% of the capacity per

class, a distance of 1.5 meters between

students had to be maintained and the

study duration had to be limited to a

maximum of four hours a day. This

pandemic could not be a reason for

Indonesia to blindfold students that

struggle with reading comprehension.

Teachers are required to help them to

maximize their potential and to come

forward from the lowest English Proficiency

and Reading Comprehension level in Asia,

to hopefully one day be the highest English

Proficiency in Asia, with fewer illiterate

students. In such a limited amount of time

and a physically distanced classroom,

teachers are challenged to create an

engaging, motivating, and active classroom

that maximizes learning.

Gamification approach which has been

shown to increase learners' engagement

1395 | Impacts of Gamification Learning Approach on Student’s Performance and Perception

During Covid 19 Post Pandemic 2021 In Indonesia New Normal Learning Setting

with course materials and improve their

motivation, learning participation, and

collaboration could be the solution.

(Natalia Nehring, 2018). There is limited

literature on the implementation guidelines

of gamified designs done in Indonesia and

the gamification approach available in

literature also lacks standardized elements

which is essential to ensure compatibility

and control the optimum usage of the

method to avoid gamification as

unnecessary eye candy.

Moreover, with a student population

predominantly composed of millennials,

educators should be able to turn

technology into something useful and

create a fun learning atmosphere. As a

result, an effort to move away to a gamified

learning strategy with integrating

technological devices is hoped to meet

students' needs better and foster better

classroom engagement. Fast ForWord

Reading Assistant Program is a cutting-

edge online guided reading tool that

delivers rigorous reading practice with a

combination of gamification and self-paced

learning. This program has almost all of the

gamified elements implemented to

improve students’ English language skills.

Up to this moment, the researcher has not

found any research which tests the

effectiveness of the FastForWord reading

program in research. This program can also

be a good example of standardized

application of gamified lessons.

Additionally, no research has examined

which elements of the gamification

approach increase learners' motivation and

engagement from the student's

perspective. Hearing the learner's

perspective is very important, as they are

the ones experiencing it. Their opinions can

be used as feedback to improve the

strategy into a better one. This study aims

to answer the following research question:

How significant is the difference

between students who are taught using

rote learning approach to students who are

taught using a gamification learning

approach in respect of their academic

English reading comprehension?

Literature Review

Gamification

Games have existed in human

communities for as long as records have

been documented. They are available in

many different formats, such as card

games, board games, dice games, various

sports, and many others. Looyestyn

described gamification design as a new

approach to improve students’

participation in learning (Looyestyn, 2017).

The term “gamification” has been defined

differently by different researchers. The first

definition stated by Dr Zachary Fitz Walter

is “The implementation of game-design

features and gaming ideas in non-game

environments is known as gamification. It

may also be defined as a set of actions and

methods used to address issues by utilizing

or applying game element characteristics

(Walter, 2021).” Another definition

mentioned is “Gamification is about taking

something that is not a game and applying

game mechanics to increase user

engagement, happiness and loyalty.” Yet

another definition by Kiryakova et.al

mentions that “Gamification is an

integration of game elements and game

thinking in activities that are not games

(Kiryakova, 2017).” From these three

Anthia Ratna

Lubna Ali Mohammed

Anitha Kirpalani

Komal Hiranandani

Laveena Tolani

Sanchita Nandi

| 1396

definitions mentioned, we can conclude

that gamification is the use of game

features and techniques in non-game

settings to increase loyalty, engagement,

and motivation. The use of gamification in

education therefore should follow the

concept of gamification.

From the viewpoint of a teacher, the

use of gamification in education stems

from the anticipated potential of this

strategy in improving students' attention

and motivation, entertainment,

involvement, and ease of learning

(Sánchez-Mena, 2017). Gamification seeks

to include more fun and engagement in

education while delivering positive

feedback, encouraging students to be

more engaged, motivated, and inspired to

study. Engagement and motivation are two

closely related notions that often overlap in

cognitive engagement and intrinsic

motivation. While they are sometimes used

interchangeably, the two notions are

separate.

Motivational

A fundamental premise of this study is

that game design components may be

actively employed to transform non-game

settings such as working or learning

environments, hence addressing

motivating mechanisms. The relationship

between gamification concepts and

motivating needs must be established in

developing an efficient gamification

process. Thus, the growing theoretical

challenge is which specific game design

features may fulfil distinct psychological

demands. Three essential psychological

and inherent needs are suggested under

self-determination theory: the need for

competence, the need for autonomy, and

the need for social relatedness. (Sailer,

UlrichHense, & Mandla, 2016).

●

The need for competence

is associated

with sentiments of efficiency and

success while dealing with one's

surroundings. It is thought that every

human aspires to feel competent while

consciously impacting the world with

which they interact. Competence can be

addressed by using points, performance

graphs, badges, or leader boards. Points

give the player detailed feedback

directly related to the player's activities.

Performance graphs visibly represent

the player's progress over time, offering

continuous feedback. Badges and

leaderboards evaluate a sequence of

player activities and deliver cumulative

input as a result. If chances are genuinely

accessible, stories can help players view

their acts as significant and volitionally

engaging.

●

The need for autonomy

relates to

psychological independence and the will

to complete a specific job. While

psychological freedom refers to the

sensation of making decisions based on

one's values and interests, volition refers

to the experience of acting without the

influence of others. As a result,

autonomy refers to both experiences (a)

choice of freedom, which indicates the

ability to choose between multiple

courses of action, and (b) task

meaningfulness, which suggests that the

path of action at hand is consistent with

one's aims and attitudes. The need for

autonomy comprises two components:

experiences of choice freedom and

experiences of task meaningfulness.

Avatars are significant in the first

element (autonomy in terms of freedom

1397 | Impacts of Gamification Learning Approach on Student’s Performance and Perception

During Covid 19 Post Pandemic 2021 In Indonesia New Normal Learning Setting

of choosing) since they provide the

players with an option. Stories

significantly influence the second

feature (autonomy in terms of task

meaningfulness). If chances are

genuinely accessible, stories can help

players view their acts as significant and

volitionally engaging.

●

The need for social relatedness

relates to

one's sense of belonging, connection,

and concern for a group of significant

persons. It symbolizes the individual's

fundamental need for cohesive

integration with the social environment.

A storyline can also alter the need for

social relatedness if it provides a

narrative frame where the player is given

a meaningful role. A sense of

significance can be produced by

highlighting the importance of the

players' actions for the group's

performance in collaboration with

teammates, who can be genuine co-

players or non-player characters. A

common objective that may be

articulated through a meaningful

storyline can help build feelings of social

connectedness. In conclusion, to provide

a gamification approach that affects

students' behaviour, commitment,

motivation; and to improve knowledge

and skills, gamified elements should

consist of these ten grail items. They are:

points, level, trophy/badges, time

pressure, a leader board that tells

players status or hierarchy, goals,

feedback, challenge, storyline, and

chance.

Student’s Achievement

Student achievement is an important

component of a three-legged stool that

also involves standards and learning.

Educational programs may be flawed if one

leg is weak or lacking, but if all three are

strong, the programs can be successful. The

student performance leg of this stool is

measured using standardized tests.

Standardized exams are typically successful

at assessing students' knowledge, abilities,

and comprehension because they are

objective, fair, efficient, and thorough,

according to research and experience.

Standardised exams that measure

academic achievement (in reading, math,

and other disciplines) are given to students

to measure their academic development

from the beginning through the finish of a

program of teaching, and are referred to as

"pre-post testing." The findings of the pre-

test should, in theory, represent a student's

skills upon entering an educational setting

and serve as a benchmark for their current

success level. Pre-testing is particularly

useful for assessing student knowledge,

abilities, and cognitive learning, but less so,

for assessing values (Walberg, 2019).

Conceptual Framework

During this quasi-experimental

research, students were divided into two

groups; first, an experimental group, the

class taught using the gamification learning

approach, and the control group, which is

the class taught using the rote learning

approach. The conceptual framework

presents the relationship between the

Independent variable which is the

classrooms with Rote and Gamification

learning approach and the Dependent

variable which is the student’s performance.

The model implied that students' attitudes

about gamification would affect both their

skill-related performance and their

engagement in and interaction with the

Anthia Ratna

Lubna Ali Mohammed

Anitha Kirpalani

Komal Hiranandani

Laveena Tolani

Sanchita Nandi

| 1398

course. The control variable which is the

same vocabulary difficulty level in the

reading tests given to both groups and the

extraneous variable such as student’s

intelligence level and their interest towards

game were also built as it is crucial to

understand the target group with their

unique extraneous variety and to use a

systematic approach towards a meaningful

research design.

The following hypothesis have been

generated from the relationship between

the variables of the current study:

H1: Students who are taught using

gamification learning approach show a

significant increase over time in their

academic English reading comprehension

as opposed to the rote learning approach.

H0: Students who are taught using

gamification learning approach do not

show a significant increase over time in

their academic English reading

comprehension as opposed to the rote

learning approach.

H1: Perceived interest towards the

application of gamification learning

approach will make students feel happy

and motivated.

H0: Perceived interest towards the

application of gamification learning

approach will not make students feel happy

and motivated.

Figure 2. Conceptual Framework Diagram

MATERIALS AND METHODS

Subjects

This research is a quantitative study. A

quasi-experimental research design with a

pre-test- post-test, and control group was

employed. The sampling method used by

the researcher is the non-probability

convenience sampling; this sort of

sampling is used in exploratory research

when the researcher is interested in

obtaining an economical approximation of

the truth. In this research, the population

of this study includes all 4th -5th grade

students in bilingual school programs, 240

students in total. The samples of this

research will be 120 students. The students

are elementary school students in

Highscope Indonesia. There are 60 students

in the experimental group, and another 60

Independent Variable

Learning approach:

Rote learning approach

Gamification learning

approach

Dependent Variable

Student’s performance

Control Variable

Vocabulary difficulty level

Extraneous Variable

IQ level

Student’s interest towards game

Student’s personality traits

1399 | Impacts of Gamification Learning Approach on Student’s Performance and Perception

During Covid 19 Post Pandemic 2021 In Indonesia New Normal Learning Setting

students are in the control group from the

same academic year.

Data Collection and Procedure

The study was conducted in March to

May. To eliminate biases in the study, the

researcher collaborated with other class

teachers to perform the study and to teach

the control group using the same resources

and lesson planning when the permit was

approved. Then, a short introduction was

given to the students regarding the use of

the Fast ForWord application. This study

lasted for twelve effective weeks: Group I

got the experimental therapy via

Gamification learning method, whereas

Group II received the control treatment rote

learning (Lecture Method). Using the two

techniques, both groups were given tests

(pre and post) on researcher-created

assessments before and after instruction.

Pre-tests were given on the first day of

research to both groups, while the post-

tests for both groups were done after the

treatment given, or on the last day of the

academic term 2. Then, the students were

asked to complete a questionnaire

regarding the opinion towards gamification

elements.

Instruments of data collection

Questionnaire consisted of three parts.

Part I of the research instrument consists of

the items which gather respondents’

demographic data such as their gender,

year of study, duration of playing game in a

day, type of game played. Part II consists of

32 items adopted from the previous

research to examine the general

perspectives of students about

gamification. To check the reliability, the

researchers used a reliability coefficient

that was calculated for the questionnaire

using Cronbach’s Alpha equation.

Table 1. Reliability Analysis of Respondents perception on gamified elements

Factors

No. of

items

Mean±SD

Cronbach’s Alpha

Respondent’s perception

on gamified- learning

method

3.55±0.54

0.926

With a Cronbach's alpha score of 0.926, the

respondents' perceptions of Gamification

components and gameful experience

coefficients demonstrate a high level of

dependability. This result demonstrates

that the items assessing a certain factor

have a high level of congruence.

Pre-Post-tests.

The pre- post-test used in this research

was in the form of a short-essay with a full

score of 10 to find out whether the

gamification learning approach brings an

impact in the student’s performance. Both

tests measure the reading skills related to

comparing and contrasting a story and a

poem and reading comprehension about a

fiction story. The tests and scoring rubrics

were provided by the English language

department committee in Highscope. The

tests were done systematically in the

beginning of the program and after the

program was done for three months.

Anthia Ratna

Lubna Ali Mohammed

Anitha Kirpalani

Komal Hiranandani

Laveena Tolani

Sanchita Nandi

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DOI : 10.36418/jrssem.v2i07.384 https://jrssem.publikasiindonesia.id/index.php/jrssem/index

Figure 3. Experimental Design Flowchart

The result of pre and post-tests of

vocabulary mastery will be analysed using

Paired t-test in Number Analytics to test if

the means of two paired measurements are

significantly different. The significance level

for all inferential tests were set at 0.05

alpha. The data consisted the mean and

standard deviation for two related groups;

and the observed t-value, 95% confidence

intervals, degrees of freedom, and

significance level

RESULTS AND DISCUSSION

Normality Test

The researcher evaluated the data

distribution to see if it was normal before

testing the hypothesis. The Kolmogorov-

Smirnov test was utilized by the researcher.

Table 2. Normality Test

Kolmogorov-Smirnov

Mean

-value

Skewness

Kurtosis

Std. Deviation

3.88525

.16141

.07424

-0.31357

-1.045219

1.654271

A Kolmogrov-Smirnov test indicates that

the distribution of research participants

follows a normal distribution, as the

significant value is greater than 0.05,

.07424 >0.05.1

Pre- Post Test Result

The P-value not only conveys the

importance of evidence for or against the

null hypothesis, but also offers a guideline

for accepting or rejecting it. Small values

around 0 give significant evidence (low to

high) against the null hypothesis, whereas

big values provide evidence in favor. In this

case, the researcher grouped the outcomes

of the

-value result in order of evidence to

better convey our findings to a non-

scientific audience.

Random

Allocation

Treatment group

Control group

Before

Intervention

After

Time

1 pre-intervention

measurement for each

group

1 post-intervention

measurement for each

group

Anthia Ratna

Lubna Ali Mohammed

Anitha Kirpalani

Komal Hiranandani

Laveena Tolani

Sanchita Nandi

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DOI : 10.36418/jrssem.v2i07.384 https://jrssem.publikasiindonesia.id/index.php/jrssem/index

Table 3. Pre Post Test

p-value

Evidence for an association

<0.001

Very strong evidence against the null hypothesis in favour of the

alternative

<0.01

Strong evidence against the null hypothesis in favour of the

alternative

Between

0.01 and

0.05

Moderate evidence against the null hypothesis in favour of the

alternative

Between

0.05 and 0.1

Low evidence against the null hypothesis in favour of the

alternative

>0.1

Absence of evidence against the null hypothesis

When the mean post-test scores for the

traditional and gamified groups were

compared using an independent sample t-

test, there was a very strong statistical

difference between the groups, indicating

that the gamified classroom model had

more positive effects and created more

progress on the students' reading

comprehension achievement (t = 7.594, p

0.05). As demonstrated in Table 5, the

gamified classroom group's post-test mean

achievement score (M = 8.656) was

considerably higher than the traditional

group's (M = 7.164). This finding

demonstrated that the gamified study's

methods were more effective as the p value

of ≤0.05 indicates strong evidence against

the null hypothesis.

Table 4. T-Test result of Experimental and Control Post tests

Groups

Number,

Mean,

Stan.dev.,

Degrees

freedom,

-test,

Gamified

learning

Rote

learning

8.656

7.164

0.9981

1.1858

7.594

0.000

The finding of hypothesis 1 that stated

the significance effect of gamification

learning on student performance is in

alignment with previous studies. Anggraeni

(2021) students show a good attitude

towards the use of gamification during

Anthia Ratna

Lubna Ali Mohammed

Anitha Kirpalani

Komal Hiranandani

Laveena Tolani

Sanchita Nandi

| 1402

learning so that it has a positive impact on

learning. According to the results of the

analysis, gamification can increase student

involvement in lectures, such as: (1) more

likely to take notes in class because it can

help them in answering quizzes through

gamification, (2) communication in solving

problems with classmates, (3) being more

careful be careful in answering questions so

as not to affect the score they have got, and

(4) be more competitive with scores on the

leaderboard. The application of

gamification also makes students enjoy

learning more, such as: (1) enjoying

learning more (2) accessing and using

learning materials more often, (3)

completing more homework, thereby

increasing class attendance, and (4)

becomes more excited to keep trying to

complete the given so as to achieve goals

like collecting lots of things and being able

to lead on the leaderboard. When dealing

with material for the first time, applying

gamification in the learning media used will

help students understand at the earliest

stage. However, along with the increasingly

complex material, it will have an impact on

student learning motivation so that

adjustments in the application of

gamification are needed. Gamification in

learning can affect learning activities.

Students become more active in

participating in the learning process

thereby increasing engagement and being

more motivated to learn. The application of

gamification in learning can improve

student learning outcomes. The effect of

gamification shows that the application of

gamification is a promising technique that

can be applied to learning materials.

Perceptions of Students for Gamification

Approach Questionnaire Result

When a gamification strategy was

integrated with the program in all of the

classes, the students replied "completely

agree" to some of the statements. Below is

the way on how the data will be intepreted

through the result of the mean :

1. From 1.81 until 2.60 represents (do

not agree).

2. From 2.61 until 3.40 represents (true

to some extent).

3. From 3:41 until 4:20 represents

(agree).

4. From 4:21 until 5:00 represents

(strongly agree)

The learners’ responses to the Likert

scale items were also positive. These

questions looked into whether students felt

gamified learning increased their reading

comprehension, their motivation, the level

of difficulty of the exercise, whether they

enjoyed the classroom, and whether they

thought speed reading should be taught at

all program levels. The aggregate average

was 4.49, which shows that most people

agreed strongly with the claims and

indicates strong evidence against the null

hypothesis.

Discussion

The finding of hypothesis 1 that stated

the significance effect of gamification

learning on student performance is in

alignment with previous studies. Anggraeni

(2021) students show a good attitude

towards the use of gamification during

learning so that it has a positive impact on

learning. According to the results of the

analysis, gamification can increase student

involvement in lectures, such as: (1) more

likely to take notes in class because it can

1403 | Impacts of Gamification Learning Approach on Student’s Performance and Perception

During Covid 19 Post Pandemic 2021 In Indonesia New Normal Learning Setting

help them in answering quizzes through

gamification, (2) communication in solving

problems with classmates, (3) being more

careful be careful in answering questions so

as not to affect the score they have got, and

(4) be more competitive with scores on the

leaderboard. The application of

gamification also makes students enjoy

learning more, such as: (1) enjoying

learning more (2) accessing and using

learning materials more often, (3)

completing more homework, thereby

increasing class attendance, and (4)

becomes more excited to keep trying to

complete the given so as to achieve goals

like collecting lots of things and being able

to lead on the leaderboard. When dealing

with material for the first time, applying

gamification in the learning media used will

help students understand at the earliest

stage. However, along with the increasingly

complex material, it will have an impact on

student learning motivation so that

adjustments in the application of

gamification are needed. Gamification in

learning can affect learning activities.

Students become more active in

participating in the learning process

thereby increasing engagement and being

more motivated to learn. The application of

gamification in learning can improve

student learning outcomes. The effect of

gamification shows that the application of

gamification is a promising technique that

can be applied to learning materials.

The learning process between teachers

and students is carried out by utilizing

technology and information. Learning that

takes place, of course, has its own

obstacles. Teachers are required to be able

to create an effective but pleasant

atmosphere. Fun learning is a learning

process that takes place in a pleasant and

impressive atmosphere for students. If the

atmosphere when learning can be created

with fun, it is hoped that students can be

more actively involved when the activity

takes place so that learning objectives can

be achieved optimally. Fun learning is a

model in learning that supports the

development of creative thinking. Students

can develop their creativity in developing

knowledge, attitudes, values, and

responsible behavior towards the

surrounding environment. Gamification-

based learning or game-based learning is

used as a solution to existing problems.

Gamification itself is a method that can be

used in the learning process. In this

gamification learning, games are used as an

interesting place for students to learn many

things in a fun way. This learning approach

using game elements is quite effective in

learning. Learning can be said to be

effective if it shows the level of success or

achievement of a goal that can be

measured by quality, quantity and time in

accordance with what was previously

planned. This learning can increase the

success rate because the presentation of

material that is different from usual can

attract the attention of students, so that

students can better understand the

material presented by the teacher.

This is evidenced by research

conducted by Winatha and Setiawan (2020)

with results showing that there is a

significant increase in learning achievement

with an increase of 8.25 points and 29.93

points, respectively. In learning,

gamification can be stated as an effective

learning approach because the use of

Anthia Ratna

Lubna Ali Mohammed

Anitha Kirpalani

Komal Hiranandani

Laveena Tolani

Sanchita Nandi

| 1404

gamification is an innovation in technology

that is still rarely used by teachers.

Gamification presents game-based

material and uses technology, so this

approach is appropriate to use in distance

learning to improve learning outcomes,

familiarize students with using technology

in a positive way and avoid feeling

boredom felt by students when the

learning process takes place. With the use

of gamification, teachers can more

optimally prepare teaching materials to

achieve learning objectives. Gamification

can be used in various subjects in school.

Gamification is generally used at the

education level. Teaching materials are

presented as attractively as possible so that

students do not experience boredom when

learning takes place. It can be concluded

that this gamification is a very appropriate

alternative to be used in the learning

process by delivering interesting, fun, and

effective material.

The finding of hypothesis 2 that stated

the significance effect of gamification

learning on student perceptions is in

alignment with previous studies Fadilla

(2018) Learning that implements the use of

gamification can change the learning

paradigm that was originally teacher-

centered to student-centered learning.

Based on constructivism learning theory

which states that learning will be more

meaningful if students are involved in

building their own knowledge. Therefore,

students' learning motivation has an

important role in learning. With the

motivation in students, it will provide

enthusiasm for learning and a sense of

pleasure in learning. Learning is very

influential on students' learning motivation.

This is in line with previous research, by Aini

(2018) which showed an increase in student

interest in learning. Judging from the

occurrence of these increases, it can be

concluded that the application of

gamification has an effect on student

learning motivation which includes

attention to lessons, and the presence of

interest and pleasure. The learning

methods and models presented are in

accordance with the characteristics of

students so that the learning process takes

place effectively and pleasantly. Similar

research also states the same thing, that

gamification can increase students'

learning motivation. Based on research

conducted by Winatha and Setiawan (2020)

which showed that the average score of

student learning motivation increased

significantly by 0.55 points and 12.1 points,

respectively. This research proves that the

application of gamification in the learning

process can provide positive changes to

students' learning motivation. With the

implementation of gamification in the

learning process, the learning process

between teachers and students will take

place interactively. Learning that takes

place interactively can make the learning

atmosphere more lively and not boring.

This learning occurs when there is

communication between students and

teachers who interact with each other. This

interaction can be built in several ways,

such as asking questions and discussing.

Therefore, the application of gamification

will provide changes to the learning

atmosphere between teachers and

students. Gamification is a game-based

learning model that requires students to

play an active role in the learning process

1405 | Impacts of Gamification Learning Approach on Student’s Performance and Perception

During Covid 19 Post Pandemic 2021 In Indonesia New Normal Learning Setting

and the teacher only as a learning

facilitator. This can encourage students'

learning motivation in the learning process.

Based on research conducted by Putri and

Asrori (2019), it shows that the use of

gamification can build active interactions

between students and teachers, as well as

students and other students. Some

students look very enthusiastic in

participating in the learning process using

gamification.

CONCLUSIONS

Based on the results of the literature

study that has been carried out, it can be

concluded that the application of

gamification in learning in the Covid-19 era

has a positive impact on student learning

activities. There are 2 positive impacts that

are highlighted, namely first, gamification

in learning can affect learning activities.

Student performance becomes more active

in participating in the learning process

thereby increasing engagement and being

more motivated to learn. Furthermore, the

application of gamification in learning can

improve student learning outcomes

because they are motivated. The effect of

gamification shows that gamification is a

promising technique that can be applied to

learning materials in the post pandemic in

2021.

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