Isabel Coryunitha Panis, Punaji Setyosari, Dedi Kuswandi, Lia Yuliati
Based on the data, it is known that the average score from the evaluation aspects of the learning design reached in the very good category. This figure according to the results of the conversion from quantitative data to qualitative data, which means that the learning design of gamified problem-based learning developed is feasible to be applied in learning. The purpose of writing this article is to develop an appropriate gamification model in tertiary institutions which links gamification theory and problem- based learning into a new model that will later be combined with existing learn- ing media to become more effective and interesting when applied in each course. Research on learning design models can be classified into three types: model development, model validation, and model use. This study discuses two points above, which are based on research methodologies for model development and model validation where learning models are developed either practically or theoretically. In theory, the cause is based on the literature related to the model that is to be developed, being practical because it must be based on a learning design that is suitable for real life. The gamified problem-based learning design model has been based on literature and has projected real-life learning needs. In the results, it is known that the effectiveness and attractive- ness of the design of gamified problem-based learning as teaching material in the form of theory and practice have shown results in the excellent category which means that this learning design is feasible to be applied in learning. © 2020 Kassel University Press GmbH.
Universitas Negeri Malang, Malang, Indonesia; Universitas Katolik Widya Mandira, Kupang, Indonesia; Department of Education and Technology, Universitas Negeri Malang, Malang, Indonesia; Department of Faculty of Mathematics and Natural Education, Universitas Negeri Malang, Malang, Indonesia
