A Vocational School Cutting-Edge Learning Strategy: Examining Gamification Towards Student Engagement and Achievement

Authors

  • Nur Rohmah Program Studi Tata Laksana Angkutan Laut dan Kepelabuhan, Politeknik Ilmu Pelayaran Semarang, Indonesia

DOI:

https://doi.org/10.33394/jk.v8i3.5779

Keywords:

Gamification, Student Engagement, Student Achievement, Student Motivation, Cutting-Edge Learning Strategy.

Abstract

The digital era facilitates vocational-based school learning by using innovative and digital methods. Learning media using gamification tends to be better and more relevant for students because it follows their age. This study aims to analyze the effect of gamification and student engagement on student achievement moderated by motivation. The study was conducted on vocational-based secondary school students in Central Java, involving 174 samples. The results showed that gamification and student engagement affected student achievement. Gamification affects student engagement, and motivation strengthens the effect of gamification and student engagement on student achievement. This study confirms that the gamification process in the learning process enhances the interaction between students. Research indicates that relevant gamification is implemented in vocational-based schools. Research demonstrates that motivational gamification has a critical role in increasing student achievement. Schools can adopt gamification methods to improve student learning abilities and achievement so that vocational schools acquire skilled students.

References

Alshammari, M. T. (2020). Evaluation of gamification in e-learning systems for elementary school students. TEM Journal, 9(2). https://doi.org/10.18421/TEM92-51

Androutsos, A., & Brinia, V. (2019). Developing and piloting a pedagogy for teaching innovation, collaboration, and co-creation in secondary education based on design thinking, digital transformation, and entrepreneurship. Education Sciences, 9(2). https://doi.org/10.3390/educsci9020113

Baghurst, T., Tapps, T., & Kensinger, W. (2015). Setting Goals for Achievement in Physical Education Settings. Strategies, 28(1). https://doi.org/10.1080/08924562.2014.980876

Bakar, R. (2018). The influence of professional teachers on Padang vocational school students’ achievement. Kasetsart Journal of Social Sciences, 39(1). https://doi.org/10.1016/j.kjss.2017.12.017

Bal, M. (2019). Use of digital games in writing education: An action research on gamification. Contemporary Educational Technology, 10(3). https://doi.org/10.30935/cet.590005

Elffers, L., Oort, F. J., & Karsten, S. (2012). Making the connection: The role of social and academic school experiences in students’ emotional engagement with school in post-secondary vocational education. Learning and Individual Differences, 22(2). https://doi.org/10.1016/j.lindif.2011.08.005

Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2014). Multivariate Data Analysis Seventh Edition. In Pearson New International. https://doi.org/10.1007/978-3-319-01517-0_3

Henderson, M., Selwyn, N., Finger, G., & Aston, R. (2015). Students’ everyday engagement with digital technology in university: exploring patterns of use and ‘usefulness.’ Journal of Higher Education Policy and Management. https://doi.org/10.1080/1360080X.2015.1034424

Hidayat, W. N., Fitranti, A., Firdaus, A. F., Kartikasari, C. D. I., & Sutikno, T. A. (2020). Gamification based mobile application as learning media innovation for basic programming lessons. IOP Conference Series: Materials Science and Engineering, 732(1). https://doi.org/10.1088/1757-899X/732/1/012113

Ilaltdinova, E. U., Paputkova, G. A., Filchenkova, I. F., Bicheva, I. B., & Krasnopevtseva, T. F. (2020). Comprehensive readiness exam of bachelors of pedagogical education in the structure of the independent assessment of the quality of education. Universal Journal of Educational Research, 8(8). https://doi.org/10.13189/ujer.2020.080810

Istiqomah, A. N., Suyatno, S., & Maryani, I. (2019). The Effect of Teacher Competencies on Student Achievement in Vocational High School. International Journal of Education, 11(4). https://doi.org/10.5296/ije.v11i4.15625

Naeem, J. (2011). How to better prepare students for e-learning and avoid common pitfalls: Online learning and its impacts. Journal of the Australian and New Zealand Student Services Association, 37.

NAYIR, F. (2017). The Relationship between Student Motivation and Class Engagement Levels. Eurasian Journal of Educational Research, 17(71). https://doi.org/10.14689/ejer.2017.71.4

Nortvig, A. M., Petersen, A. K., & Balle, S. H. (2018). A literature review of the factors influencing e-learning and blended learning in relation to learning outcome, student satisfaction and engagement. Electronic Journal of E-Learning.

Othman, A., Talib, O., Hassan, S. A., & Kamarudin, N. (2014). Cognitive, Afective and Students’ Performance : A Model of Meaningful Learning. Seminar Penyelidikan & Pembangunan Sumber Manusia 2014.

Purnamasari, D. D., & Santoso, B. (2019). Budaya Organisasi Sekolah dan Kompetensi Profesional Guru Sebagai Determinan Kinerja Guru di SMK Negeri Kota Bandung. Jurnal Pendidikan Manajemen Perkantoran, 4(2). https://doi.org/10.17509/jpm.v4i2.18023

Purwandani, I., & Syamsiah, N. O. (2020). Analisa Penerimaan dan Penggunaan Teknologi Google Classroom Dengan Technology Acceptance Model (TAM). JARTIKA Jurnal Riset Teknologi Dan Inovasi Pendidikan, 3(2). https://doi.org/10.36765/jartika.v3i2.257

Qureshi, M. A., Khaskheli, A., Qureshi, J. A., Raza, S. A., & Yousufi, S. Q. (2021). Factors affecting students’ learning performance through collaborative learning and engagement. Interactive Learning Environments. https://doi.org/10.1080/10494820.2021.1884886

Rahman, M. N. A., Jaafar, J., Kadir, M. F. A., Shamsuddin, S. N., & Saany, S. I. A. (2018). Cloud based gamification model canvas for school information management. International Journal of Engineering and Technology(UAE), 7(2). https://doi.org/10.14419/ijet.v7i2.14.11148

Sadaf, A., & Johnson, B. L. (2017). Teachers’ Beliefs About Integrating Digital Literacy Into Classroom Practice: An Investigation Based on the Theory of Planned Behavior. Journal of Digital Learning in Teacher Education. https://doi.org/10.1080/21532974.2017.1347534

Senaratne, S. I., & Samarasinghe, S. M. (2019). Factors Affecting the Intention to Adopt M-Learning. International Business Research, 12(2). https://doi.org/10.5539/ibr.v12n2p150

Shahroom, A. A., & Hussin, N. (2018). Industrial Revolution 4.0 and Education. International Journal of Academic Research in Business and Social Sciences, 8(9). https://doi.org/10.6007/ijarbss/v8-i9/4593

Sharma, P. (2019). Digital revolution of education 4.0. International Journal of Engineering and Advanced Technology, 9(2), 3558–3564. https://doi.org/10.35940/ijeat.A1293.129219

Songkram, N., & Chootongchai, S. (2020). Effects of pedagogy and information technology utilization on innovation creation by SECI model. Education and Information Technologies. https://doi.org/10.1007/s10639-020-10150-2

Sumarni, W., Wardani, S., Sudarmin, S., & Gupitasari, D. N. (2016). Project based learning (PBL) to improve psychomotoric skills: A classroom action research. Jurnal Pendidikan IPA Indonesia. https://doi.org/10.15294/jpii.v5i2.4402

Teuber, Z., Tang, X., Salmela-Aro, K., & Wild, E. (2021). Assessing Engagement in Chinese Upper Secondary School Students Using the Chinese Version of the Schoolwork Engagement Inventory: Energy, Dedication, and Absorption (CEDA). Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.638189

Tokan, M. K., & Imakulata, M. M. (2019). The effect of motivation and learning behaviour on student achievement. South African Journal of Education, 39(1). https://doi.org/10.15700/saje.v39n1a1510

Vrcelj, A., Hoic-Bozic, N., & Dlab, M. H. (2021). Using Digital Tools for Gamification in Schools. 2021 44th International Convention on Information, Communication and Electronic Technology, MIPRO 2021 - Proceedings. https://doi.org/10.23919/MIPRO52101.2021.9597137

Wang, F., Wang, Y., & Hu, X. (2017a). Gamification teaching reform for higher vocational education in China: A case study on Layout and Management of Distribution Center. International Journal of Emerging Technologies in Learning, 12(9). https://doi.org/10.3991/ijet.v12.i09.7493

Wang, F., Wang, Y., & Hu, X. (2017b). Gamification Teaching Reform for Higher Vocational Education in China: A case study on Layout and Management of Distribution Center. International Journal of Emerging Technologies in Learning (IJET), 12(09). https://doi.org/10.3991/ijet.v12i09.7493

Yaşar, H., Kıyıcı, M., & Karataş, A. (2020). The views and adoption levels of primary school teachers on gamification, problems and possible solutions. Participatory Educational Research, 7(3). https://doi.org/10.17275/per.20.46.7.3

Downloads

Published

2022-09-20

How to Cite

Rohmah, N. (2022). A Vocational School Cutting-Edge Learning Strategy: Examining Gamification Towards Student Engagement and Achievement. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 8(3), 655–667. https://doi.org/10.33394/jk.v8i3.5779

Issue

Vol. 8 No. 3 (2022): September

Section

Articles

Citation Check

License

License and Publishing Agreement
In submitting the manuscript to the journal, the authors certify that:
  • They are authorized by their co-authors to enter into these arrangements.
  • The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
  • That it is not under consideration for publication elsewhere,
  • That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
  • They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  • They agree to the following license and publishing agreement.
Copyright
Authors who publish with JK agree to the following terms:
  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. 
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
Licensing for Data Publication
JK use a variety of waivers and licenses, that are specifically designed for and appropriate for the treatment of data:
Other data publishing licenses may be allowed as exceptions (subject to approval by the editor on a case-by-case basis) and should be justified with a written statement from the author, which will be published with the article.

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.