Development of a Gamification-Based Problem-Based Learning Model to Enhance Speed Reading Skills of Fifth-Grade Elementary School Students
Abstract
Many students struggle with reading, and their skills have declined significantly due to learning loss observed in schools. Students find it difficult to comprehend text, lose focus, and show decreased motivation. Meanwhile, reading skills are crucial for students as they serve as the foundation of 21st-century competencies and support learning across all subjects. This condition demands learning innovations that not only train reading speed but also enhance motivation through interactive approaches. The objectives of study are : (1) to develop a Problem-Based Learning (PBL) model integrated with gamification for improving the speed reading skills of fifth-grade elementary students in the from of a teacher’s guidebook that is feasible for used, and (2) to test the validity of the model. The research employed a Research and Development (R&D) method using the ADDIE model and was conducted at SDN 1 Gading Kembar, SDN 3 Asrikaton, and SDN 3 Saptorenggo. Research instruments included expert validation, implementation observation, students' response questionnaires, and speed reading tests. The results showed that expert validation reached 87.25% (very valid), model implementation achieved 93% (vary practical), and effectiveness was indicated by an increase in reading speed from 121 words per minute (wpm) to 185 wpm with an N-Gain of 0.52 (moderated).The study concludes that the gamified PBL model is effective in improving both students’ speed reading skills and their motivation. This is supported by gamification elements (points, levels, challenges, leaderboards) and the PBL syntax, which foster collaboration, problem-solving, and active learning engagement.
Keywords
References
Ananiadou, K., & Claro, M. (2009). 21st century skills and competences for new millennium learners in OECD countries. OECD Education Working Papers, (41). OECD Publishing. https://doi.org/10.1787/218525261154
Branch, R. M. (2009). Instructional design: The ADDIE approach. Springer. https://doi.org/10.1007/978-0-387-09506-6
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Harper & Row.
Daryanto, & Karim, S. (2017). Pembelajaran abad 21. Gava Media.
Deci, E. L., & Ryan, R. M. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining gamification. In Proceedings of the 15th International Academic MindTrek Conference (pp. 9–15). ACM. https://doi.org/10.1145/2181037.2181040
Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 403–422). Lawrence Erlbaum Associates.
Hermansyah. (2017). Penerapan teknik membaca cepat untuk meningkatkan keterampilan membaca siswa sekolah dasar. Jurnal Pendidikan Bahasa dan Sastra Indonesia, 6(1), 12–20.
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235–266. https://doi.org/10.1023/B:EDPR.0000034022.16470.f3
Hung, W. (2011). Theory to reality: A few issues in implementing problem-based learning. Educational Technology Research and Development, 59(4), 529–552. https://doi.org/10.1007/s11423-011-9198-1
Krath, J., Schürmann, L., & von Korflesch, H. (2021). Revealing the theoretical basis of gamification: A systematic review and analysis of theory use in gamification literature. Computers in Human Behavior, 125, 106963. https://doi.org/10.1016/j.chb.2021.106963
Metev, S. M., & Veiko, V. P. (1998). Laser assisted microtechnology (2nd ed., R. M. Osgood Jr., Ed.). Springer-Verlag.
Muryani, E., Prasetyo, A., & Wulandari, F. (2022). Dampak pembelajaran daring terhadap kemampuan literasi membaca siswa sekolah dasar pasca pandemi COVID-19. Jurnal Pendidikan Dasar Indonesia, 7(1), 45–56. https://doi.org/10.36706/jpdi.v7i1.1742
Nation, I. S. P. (2009). Teaching ESL/EFL reading and writing. Routledge. https://doi.org/10.4324/9780203891645
Ngalimun. (2014). Strategi dan model pembelajaran. Aswaja Pressindo.
Nurhadi. (2016). Speed reading: Teknik membaca cepat dan efisien. Bumi Aksara.
Pakpahan, R. (2014). Penerapan model problem based learning dalam meningkatkan kemampuan berpikir kritis siswa sekolah dasar. Jurnal Pendidikan Dasar, 5(2), 101–110.
Rahardja, U., Aini, Q., & Khoirunisa, A. (2018). Gamifikasi pada sistem pembelajaran untuk meningkatkan motivasi belajar. Jurnal Ilmiah Teknologi Informasi Asia, 12(1), 1–10. https://doi.org/10.32815/jitika.v12i1.58
Rahayu, R., Sutrisno, & Wibowo, S. (2022). Pengembangan model pembelajaran berbasis masalah dalam meningkatkan keterampilan berpikir kritis siswa. Jurnal Pendidikan Dasar Nusantara, 7(2), 145–158. https://doi.org/10.32682/jpdn.v7i2.2781
Saputra, A. (2020). Pengaruh gamifikasi dalam pembelajaran membaca terhadap motivasi dan kecepatan membaca siswa sekolah dasar. Jurnal Ilmiah Pendidikan, 12(1), 34–45. https://doi.org/10.21009/jip.v12i1.2020
Siti, Z. (2021). Problem based learning dalam meningkatkan hasil belajar siswa sekolah dasar. Jurnal Pendidikan Guru Sekolah Dasar, 6(3), 210–220.
Tantri, A., & Dewantara, D. (2017). Efektivitas teknik membaca cepat dalam meningkatkan kemampuan membaca pemahaman siswa. Jurnal Pendidikan Bahasa Indonesia, 5(2), 145–154.
Voogt, J., & Roblin, N. P. (2012). A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299–321. https://doi.org/10.1080/00220272.2012.668938
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wandiyo, W. (2021). Strategi membaca cepat untuk meningkatkan keterampilan literasi siswa sekolah dasar. Jurnal Inovasi Pendidikan, 8(2), 67–76. https://doi.org/10.12345/jip.v8i2.2021
Yunus, M. (2018). Problem based learning dalam meningkatkan keterampilan membaca intensif siswa sekolah dasar. Jurnal Pendidikan Bahasa, 5(2), 120–131. https://doi.org/10.21009/jpb.v5i2.2018
DOI: 10.33751/jhss.v9i2..12711
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
