The Effect of Game Development-Based Learning on the Development of Problem Solving Skills of Multimedia Vocational Students
DOI:
https://doi.org/10.54259/diajar.v4i1.3405Kata Kunci:
Game-Based Learning , Game Development, Problem Solving Skills , Multimedia Vocational SchoolAbstrak
Learning that focuses on game development is increasingly accepted as an innovative approach to improve students' problem-solving skills, especially in Multimedia Vocational High Schools (SMK). This study aims to investigate the impact of game-based learning on students' problem-solving skills and compare it with traditional learning methods. Through systematic literature analysis, it was found that educational games such as Kahoot!, Quizlet, Minecraft: Education Edition, and Duolingo can not only increase students' motivation but also encourage active engagement in the learning process. Game-based learning provides a platform for students to experience real-world problem-solving scenarios in an interactive and collaborative environment. Furthermore, the creative process involved in game development helps students enhance their critical thinking and technical skills. The results showed that students who engaged in game-based learning development tended to have better problem-solving skills compared to students who used conventional methods. This research emphasizes the importance of game integration in education to maximize students' potential in facing challenges in the working world. It also highlights the need for educators to adapt and innovate teaching methods to align with the demands of the digital era, ensuring that students are well-prepared for future career challenges.
Unduhan
Referensi
A. Usman, A. P. Utomo, F. Amilia, D. Dzarna, and C. K. Galatea, “Research on Educational Games in Learning in Indonesia: A Systematic Review of the Literatures,” Jurnal Penelitian Pendidikan IPA, vol. 10, no. 3, pp. 105–115, Mar. 2024, doi: 10.29303/jppipa.v10i3.5321.
C. W. Mayer, A. Rausch, and J. Seifried, “Analysing domain-specific problem-solving processes within authentic computer-based learning and training environments by using eye-tracking: a scoping review,” Dec. 01, 2023, Springer Science and Business Media Deutschland GmbH. doi: 10.1186/s40461-023-00140-2.
G. Vnucko and B. Klimova, “Exploring the Potential of Digital Game-Based Vocabulary Learning: A Systematic Review,” Feb. 01, 2023, MDPI. doi: 10.3390/systems11020057.
L. E. Dubois and J. Weststar, “Games-as-a-service: Conflicted identities on the new front-line of video game development,” New Media Soc, vol. 24, no. 10, pp. 2332–2353, Oct. 2022, doi: 10.1177/1461444821995815.
M. Rahimi and A. Allahyari, “Effects of Multimedia Learning Combined With Strategy-Based Instruction on Vocabulary Learning and Strategy Use,” Sage Open, vol. 9, no. 2, Apr. 2019, doi: 10.1177/2158244019844081.
A. İlhan, “The Impact of Game-Based, Modeling, and Collaborative Learning Methods on the Achievements, Motivations, and Visual Mathematical Literacy Perceptions,” Sage Open, vol. 11, no. 1, 2021, doi: 10.1177/21582440211003567.
Z. Lu, M. M. Chiu, Y. Cui, W. Mao, and H. Lei, “Effects of Game-Based Learning on Students’ Computational Thinking: A Meta-Analysis,” Journal of Educational Computing Research, vol. 61, no. 1, pp. 235–256, Mar. 2023, doi: 10.1177/07356331221100740.
J. Henry, F. Li, and S. Arnab, “On the Pre-Perception of Gamification and Game-Based Learning in Higher Education Students: A Systematic Mapping Study,” 2024, SAGE Publications Inc. doi: 10.1177/10468781241271082.
J. T. Tang, “A study of Taiwanese children’s learning and preferences in game-based learning scenarios,” E-Learning and Digital Media, 2020, doi: 10.1177/2042753020980124.
C. Udeozor, F. Russo Abegão, and J. Glassey, “An Evaluation of the Relationship Between Perceptions and Performance of Students in a Serious Game,” Journal of Educational Computing Research, vol. 60, no. 2, pp. 322–351, Apr. 2022, doi: 10.1177/07356331211036989.
X. Zeiler and S. Mukherjee, “Video Game Development in India: A Cultural and Creative Industry Embracing Regional Cultural Heritage(s),” Games Cult, vol. 17, no. 4, pp. 509–527, Jun. 2022, doi: 10.1177/15554120211045143.
B. Keogh and T. Hardwick, “Creative, Technical, Entrepreneurial: Formative Tensions in Game Development Higher Education,” Games Cult, vol. 19, no. 6, pp. 804–826, Sep. 2024, doi: 10.1177/15554120231176874.
T. H. Morris and M. Rohs, “Digitization bolstering self-directed learning for information literate adults–A systematic review,” Computers and Education Open, vol. 2, p. 100048, Dec. 2021, doi: 10.1016/j.caeo.2021.100048.
A. Garnier, P. Bonnabry, and L. Bouchoud, “Game-based learning as training to use a chemotherapy preparation robot,” Journal of Oncology Pharmacy Practice, vol. 30, no. 4, pp. 661–672, Jun. 2024, doi: 10.1177/10781552231181056.
A. Usman, A. P. Utomo, F. Amilia, D. Dzarna, and C. K. Galatea, “Research on Educational Games in Learning in Indonesia: A Systematic Review of the Literatures,” Jurnal Penelitian Pendidikan IPA, vol. 10, no. 3, pp. 105–115, Mar. 2024, doi: 10.29303/jppipa.v10i3.5321.
C. W. Mayer, A. Rausch, and J. Seifried, “Analysing domain-specific problem-solving processes within authentic computer-based learning and training environments by using eye-tracking: a scoping review,” Dec. 01, 2023, Springer Science and Business Media Deutschland GmbH. doi: 10.1186/s40461-023-00140-2.
A. Bahari and M. Salimi, “Challenges and Affordances of Developing Receptive and Productive Skills via Technology-Based Instruction.”
F. Dahalan, N. Alias, and M. S. N. Shaharom, “Gamification and Game Based Learning for Vocational Education and Training: A Systematic Literature Review,” Educ Inf Technol (Dordr), vol. 29, no. 2, pp. 1279–1317, Feb. 2024, doi: 10.1007/s10639-022-11548-w.
M. M. C. Shohel, Md. Ashrafuzzaman, I. Naomee, S. A. Tanni, and F. Azim, “Game-Based Teaching and Learning in Higher Education,” 2021, pp. 78–106. doi: 10.4018/978-1-7998-7271-9.ch005.
G. Vnucko and B. Klimova, “Exploring the Potential of Digital Game-Based Vocabulary Learning: A Systematic Review,” Feb. 01, 2023, MDPI. doi: 10.3390/systems11020057.
M. Shoaib, D. Fitzpatrick, and I. Pitt, “Assistive technology-based solutions in learning mathematics for visually-impaired people: exploring issues, challenges and opportunities,” Multimed Tools Appl, vol. 82, no. 29, pp. 46153–46184, Dec. 2023, doi: 10.1007/s11042-023-17409-z.
K. Ishaq, N. A. M. Zin, F. Rosdi, M. Jehanghir, S. Ishaq, and A. Abid, “Mobile-Assisted and Gamification-based Language Learning: A Systematic Literature Review,” PeerJ Comput Sci, vol. 7, pp. 1–57, 2021, doi: 10.7717/PEERJ-CS.496.
S. Romli, A. Suhandi, and I. Kaniawati, “Indonesian Journal of Science and Mathematics Education Research trends in the development of learning models oriented to increasing scientific literacy: A systematic literature review Article Info ABSTRACT,” 2023, doi: 10.24042/ijsme.v5i1.20517.
N. N. Nguyen, T. T. T. Le, B. P. Thi Nguyen, and A. Nguyen, “Examining effects of students’ innovative behaviour and problem-solving skills on crisis management self-efficacy: Policy implications for higher education,” Policy Futures in Education, vol. 22, no. 1, pp. 1–20, Jan. 2024, doi: 10.1177/14782103221133892.
C. Antonietti, M. L. Schmitz, T. Consoli, A. Cattaneo, P. Gonon, and D. Petko, “‘Development and validation of the ICAP Technology Scale to measure how teachers integrate technology into learning activities,’” Comput Educ, vol. 192, Jan. 2023, doi: 10.1016/j.compedu.2022.104648.
S. M. Schöbel, A. Janson, and J. M. Leimeister, “Gamifying Online Training in Management Education to Support Emotional Engagement and Problem-solving Skills,” Journal of Management Education, vol. 47, no. 2, pp. 166–203, Apr. 2023, doi: 10.1177/10525629221123287.
M. Prasad, “Pragmatism as Problem Solving,” Socius, vol. 7, 2021, doi: 10.1177/2378023121993991.
D. Gyaurov, C. Fabricatore, and A. Bottino, “Features of Entertainment Digital Games for Learning and Developing Complex Problem-Solving Skills: A Protocol for a Systemic Review,” Int J Qual Methods, vol. 21, Sep. 2022, doi: 10.1177/16094069221128491.
A. T. Chen et al., “Promoting Problem Solving About Health Management: A Mixed-Methods Pilot Evaluation of a Digital Health Intervention for Older Adults With Pre-Frailty and Frailty,” Gerontol Geriatr Med, vol. 7, 2021, doi: 10.1177/2333721420985684.
M. D. Abdulrahaman et al., “Multimedia tools in the teaching and learning processes: A systematic review,” Nov. 01, 2020, Elsevier Ltd. doi: 10.1016/j.heliyon.2020.e05312.
C. Kain, C. Koschmieder, M. Matischek-Jauk, and S. Bergner, “Mapping the landscape: A scoping review of 21st century skills literature in secondary education,” Dec. 01, 2024, Elsevier Ltd. doi: 10.1016/j.tate.2024.104739.
F. Adana, Ş. Öztaban, and H. Arslantaş, “Factors Effecting Anger Expression Styles and Problem Solving Skills of High School Age Male Adolescents in the Aegean Region of Turkey,” 2017.
T. Kikot, G. Costa, R. Magalhães, and S. Fernandes, “Simulation Games as Tools for Integrative Dynamic Learning: The Case of the Management Course at the University of Algarve,” Procedia Technology, vol. 9, pp. 11–21, 2013, doi: 10.1016/j.protcy.2013.12.002.
A. C. Asuncion, A. de Vera Asuncion, J. G. Macalipis, C. M. T. Borromeo, J. C. Rivera, and M. R. Limon, “Weaving gaps in garments education technology: Crafting a skill-based E-toolkit based on Taba’s curriculum development model,” Social Sciences and Humanities Open, vol. 8, no. 1, Jan. 2023, doi: 10.1016/j.ssaho.2023.100656.
M. Lohakan and C. Seetao, “Large-scale experiment in STEM education for high school students using artificial intelligence kit based on computer vision and Python,” Heliyon, vol. 10, no. 10, May 2024, doi: 10.1016/j.heliyon.2024.e31366.
Unduhan
Diterbitkan
Cara Mengutip
Terbitan
Bagian
Lisensi
Hak Cipta (c) 2025 Farhan Abdul Azis, Agus Juhana, Nurhidayatulloh Nurhidayatulloh
Artikel ini berlisensi Creative Commons Attribution 4.0 International License.
Hak cipta pada setiap artikel adalah milik penulis.
Penulis mengakui bahwa DIAJAR (Jurnal Pendidikan dan Pembelajaran) sebagai publisher yang mempublikasikan pertama kali dengan lisensi Creative Commons Attribution 4.0 International License.
Penulis dapat memasukan tulisan secara terpisah, mengatur distribusi non-ekskulif dari naskah yang telah terbit di jurnal ini kedalam versi yang lain, seperti: dikirim ke respository institusi penulis, publikasi kedalam buku, dan lain-lain. Dengan mengakui bahwa naskah telah terbit pertama kali pada DIAJAR (Jurnal Pendidikan dan Pembelajaran).
