Pengaruh Model Pembelajaran Gamifikasi Terhadap Motivasi Belajar Peserta Didik Kelas III di SDN Karah I/411
The Effect Of A -Based Learning Model On The Learning Motivation Of Third-Grade Students At Sdn Karah I/411
Rendahnya motivasi belajar peserta didik menunjukkan perlunya penerapan model pembelajaran yang lebih inovatif. Penelitian ini bertujuan untuk menganalisis pengaruh gamifikasi terhadap motivasi belajar peserta didik kelas III SDN Karah I/411 Surabaya. Penelitian menggunakan pendekatan kuantitatif dengan jenis quasi experiment dan desain Nonequivalent Control Group Design. Sampel terdiri atas kelas III C sebagai kelas eksperimen dan kelas III A sebagai kelas kontrol yang dipilih melalui teknik purposive sampling. Data dikumpulkan menggunakan angket motivasi belajar, kemudian dianalisis dengan uji Independent Sample t-test dan uji N-Gain. Hasil analisis menunjukkan bahwa penerapan gamifikasi berpengaruh signifikan terhadap motivasi belajar (sig. = 0,035 < 0,05). Nilai N-Gain pada kelas eksperimen sebesar 45,54% (kategori sedang), sedangkan kelas kontrol sebesar 5,48% (kategori rendah). Dengan demikian, penerapan model pembelajaran gamifikasi terbukti lebih efektif dalam meningkatkan motivasi belajar peserta didik.
Students’ low learning motivation highlights the need for more innovative instructional models. This study aimed to analyze the effect of the gamification learning model on the learning motivation of third-grade students at SDN Karah I/411 Surabaya. The study employed a quantitative approach using a quasi-experimental method with a Nonequivalent Control Group Design. The sample consisted of Class III C as the experimental group and Class III A as the control group, selected through purposive sampling. Data were collected using a learning motivation questionnaire and analyzed using the Independent Samples t-test and the N-Gain test. The results showed that the implementation of the gamification learning model had a significant effect on students’ learning motivation (sig. = 0.035 < 0.05). The experimental group achieved an N-Gain score of 45.54% (moderate category), whereas the control group obtained 5.48% (low category). Therefore, the implementation of the gamification learning model proved to be more effective in improving students’ learning motivation.