Efektivitas Penerapan Media Blooket Berbasis Gamifikasi Terhadap Penguasaan Kosakata Bahasa Indonesia Siswa Bilingual Kelas III Sekolah Dasar

The Effectiveness of Gamification-Based Blooket Media on Indonesian Vocabulary Mastery of Third-Grade Bilingual Elementary School Students

Penelitian ini menelaah efektivitas Blooket berbasis gamifikasi terhadap penguasaan kosakata Bahasa Indonesia siswa bilingual kelas III dengan menggunakan metode mixed method, di mana data kuantitatif diperoleh melalui tes dan kuesioner, sedangkan data kualitatif diperoleh melalui wawancara semi terstruktur. Analisis tes menggunakan uji Wilcoxon Signed Rank dan Mann Whitney U pada dua kelas dengan total 41 siswa, sementara efektivitas pembelajaran ditinjau menggunakan teori Slavin melalui SmartPLS, dan data wawancara dikode secara tematik. Hasil penelitian menunjukkan bahwa kelas eksperimen mengalami peningkatan skor yang jauh lebih tinggi yaitu 24,91 poin dibandingkan kelas kontrol sebesar 7,10 poin, dengan perbedaan yang signifikan pada uji Wilcoxon dan Mann Whitney U, serta nilai N Gain kategori sedang pada kelas eksperimen sebesar 0,48 dan kategori rendah pada kelas kontrol sebesar 0,20. Analisis SmartPLS menegaskan bahwa kualitas pembelajaran menjadi faktor paling berpengaruh dengan nilai koefisien sebesar 0,866 dan nilai signifikansi sebesar 0,044, sementara variabel kesesuaian tingkat pembelajaran, insentif, dan efisiensi waktu berkontribusi positif meskipun tidak signifikan. Temuan kualitatif memperkuat hasil kuantitatif, yang menunjukkan bahwa Blooket mampu meningkatkan pemahaman kosakata, motivasi, kolaborasi, dan keterlibatan siswa. Secara keseluruhan, media Blooket terbukti efektif dalam meningkatkan penguasaan kosakata siswa bilingual melalui kombinasi desain gamifikasi dan proses pembelajaran yang berkualitas.

Kata Kunci: Blooket, Gamifikasi, Penguasaan Kosakata, Siswa Bilingual.

This study examines the effectiveness of gamification based Blooket media on Indonesian vocabulary mastery among third grade bilingual elementary school students using a mixed method approach. Quantitative data were obtained through tests and questionnaires, while qualitative data were collected through semi structured interviews. Test results were analyzed using the Wilcoxon Signed Rank test and the Mann Whitney U test across two classes with a total of 41 students. Learning effectiveness was further evaluated through Slavins theoretical framework using SmartPLS, and interview data were thematically coded. The findings indicate that the experimental class showed a substantially higher improvement of 24.91 points compared to the control class which showed an improvement of 7.10 points. Significant differences were confirmed by both the Wilcoxon Signed Rank test and the Mann Whitney U test. The N Gain score was categorized as moderate in the experimental class with a value of 0.48 and low in the control class with a value of 0.20. SmartPLS analysis revealed that learning quality was the most influential factor with a coefficient value of 0.866 and a significance value of 0.044, while instructional level suitability, incentives, and time efficiency contributed positively although not significantly. Qualitative findings supported the quantitative results, showing that Blooket improved vocabulary comprehension, motivation, collaboration, and student engagement. Overall, the study concludes that Blooket is effective in enhancing vocabulary mastery among bilingual students.

Keywords: Blooket, Gamification, Vocabulary Mastery, Bilingual Students