Abdul Ghofur, Siti Durotun Naseha, Sri Widoyoningrum

PENGEMBANGAN GAMIFIED LEARNING: SOLUSI MENGATASI DEMOTIVASI DAN MENINGKATKAN KEMAMPUAN BERFIKIR TINGKAT TINGGI (HOTS) MAHASISWA DALAM ILMU SHOROF

Introduction

Pengembangan gamified learning: solusi mengatasi demotivasi dan meningkatkan kemampuan berfikir tingkat tinggi (hots) mahasiswa dalam ilmu shorof. Kembangkan gamified learning untuk atasi demotivasi & tingkatkan HOTS mahasiswa dalam Ilmu Shorof. Penelitian ini hasilkan aplikasi web "Belajar Ilmu Shorof Mudah" yang teruji efektif.

Abstract

This research aims to develop gamified learning as a solution to overcome demotivation and enhance higher-order thinking skills (HOTS) among students in learning Ilmu Shorof, one of the branches of linguistics that is often considered difficult and boring. Gamification introduces game elements that can boost students' motivation, engagement, and critical thinking skills. This study employs a Research and Development (R&D) method using the ASSURE model, which includes six steps: learner analysis, objective formulation, method and media selection, media utilization, learner participation, and evaluation and revision. The developed product was validated by subject matter, media, and language experts. The trial subjects consisted of 50 Arabic Language Education (PBA) students from Hasyim Asy'ari University, with a questionnaire used to measure students' perceptions of the product, particularly in terms of increasing motivation and HOTS. The study resulted in a web-based software called "????? ??????" (Easy Learning of Ilmu Shorof). The product evaluation was based on three main aspects: content, media, and language, with an average score of 93.2, meeting the criteria of "excellent." The questionnaire validity test showed that all items had an r-value greater than the r-table (0.284), indicating they were valid. The reliability test revealed Cronbach’s Alpha values above 0.8, indicating "high reliability." The final results confirm that this application significantly improves motivation, HOTS, and ease of use, in line with the development objectives.

Review

This study presents a timely and relevant contribution to educational technology, focusing on developing gamified learning to address prevalent issues of demotivation and enhance higher-order thinking skills (HOTS) among students learning Ilmu Shorof. The abstract effectively highlights the challenge posed by Shorof's perceived difficulty and boredom, positioning gamification as an innovative solution that can boost motivation, engagement, and critical thinking. The research meticulously employs a Research and Development (R&D) method, guided by the ASSURE model, involving expert validation and a trial with 50 students. The successful development of a web-based application, "Mudah Belajar Shorof," evaluated as "excellent" with an average score of 93.2, underscores the practical utility and quality of the developed learning tool. The methodological rigor is evident in the systematic application of the ASSURE model, covering steps from learner analysis through to evaluation and revision, ensuring a comprehensive development process. Validation by subject matter, media, and language experts further strengthens the credibility of the product's design and content. Furthermore, the abstract details the robust psychometric properties of the student perception questionnaire, with all items demonstrating validity (r-value > r-table) and high reliability (Cronbach’s Alpha > 0.8). These results affirm that the instrument accurately captures student feedback. The final product, "Mudah Belajar Shorof," is reported to significantly improve motivation, HOTS, and ease of use, aligning well with the initial development objectives and offering a tangible, well-received educational resource. While the abstract provides a strong foundation, a full manuscript would benefit from further elucidation on certain aspects. Specifically, the abstract mentions "enhancing HOTS" but could elaborate more on *how* the gamified elements are specifically designed to cultivate these higher-order skills beyond general "critical thinking." Detailing the specific game mechanics and activities within "Mudah Belajar Shorof" that target analysis, synthesis, and evaluation would significantly strengthen this claim. Furthermore, while the questionnaire assessed *perceptions* of increased motivation and HOTS, the claim of "significantly improves motivation, HOTS, and ease of use" would be even more impactful if supported by direct measures of learning outcomes or actual HOTS performance, perhaps through pre- and post-intervention assessments of Shorof proficiency or HOTS-specific tasks. This would provide a more robust empirical basis for the stated improvements beyond self-reported perceptions.

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