Asmianto, Sapti Wahyuningsih, Azizah, Abd Qohar, Noor Azean Atan
Geometry is one of the substantials that is considered difficult at the junior high level. Students' difficulties in learning geometry are influenced by several things, one of which is a learning medium that is less attractive to students. This paper developed a gamification-based geometry e-module design using the ADDIE model. The ADDIE model is a process commonly used by training developers or instructional designers in designing and building effective learning experiences. In the last few years, many people have used this method and the results are very good, the main key in this method is iteration. The e-module contains interesting gamification-based assessments including Kahoot, Mentimeter, and I-spring Suite. At the beginning of each topic in the e-module, an apperception is carried out using a Mentimeter, in the middle of the topic an interesting quiz is given using Kahoot, and at the end of the topic to find out how far the student's understanding of the substantial students has used the I spring suite application. In addition, the explanation of geometry substantial in the module is not only in the type of text but also there are many learning videos and illustrations. Before the trial, the e-module was examined and validated by a team of substantial experts and also a team of learning media experts. Based on the validation results, the substantial expert team gave a score of 4.18, while the learning media expert team gave a score of 4.17 on a scale of 5, based on the Likert scale this score was in the good or valid category. This shows that the e-modules created and developed are valid and can be implemented in students. When conducted trials on students the indicators of practicality and effectiveness of this e-module were also measured through questionnaires given to students. Based on the results of the questionnaire, it was found that the practicality of the e-module got a score of 4.25 and the effectiveness got a score of 4.46 on a scale of 5. This shows that both indicators are very valid. These results show that gamification-based e-modules are valid and can be used in the geometry teaching and learning process. © 2024 Author(s).
Universitas Negeri Malang, Malang, Indonesia; Universiti Teknologi Malaysia, Johor Bahru, Malaysia
