INOVASI SITUS PELATIHAN UMKM KOTA SUKABUMI DENGAN GAMIFIKASI UNTUK MENINGKATKAN EFEKTIVITAS PELATIHAN

• Main Author: Khalisabira, Zahra
• Format: Final Project
• Language: Indonesia
• Online Access: https://digilib.itb.ac.id/gdl/view/74461
• Institution: Institut Teknologi Bandung

MSME empowerment effort in Sukabumi was done by the utilization of digital marketing to get a wider market. Digital marketing online synchronous training that was conducted by Bappeda Kota Sukabumi in 2021 have completion rate 57,14%. Training effectivity for Sukabumi’s MSME can be solved by gamified online asynchronous training since that method enables time and place flexibility, also increase motivation, attention, participation, and proactivity from its participants. This research’s objective is to innovate training sites design through gamification to improve effectiveness of online training for MSMEs. Design was done through human-centred design process and gamification method for e-learning by Goethe (2019), gamification framework by Morschheuser, et al. (2017), gamification service framework by Klapztein & Cipolla (2016), and octalysis framework by Chou (2016). Project preparation was done through discussion with Bappeda Kota Sukabumi. User analysis was done by questionnaire and interview with 51 MSMEs owner which resulted in two personas with main difference at its age range (Generation X and Generation Y). Context analysis was done through benchmark with similar training sites which resulted in a training journey map. Ideation was done by brainstorming and gamification element identification based on user’s Hexad player type. There are 28 ideas that are being implemented in the training journey map. Game mechanism was designed through game loop. Implementation with eight subjects, pre-tests, and post-tests was conducted with 10 participants for each type of training site (training sites without gamification and training sites with gamification). Evaluation was done based on Kirkpatrick Evaluation Model Level 1 through a questionnaire that measures reaction for training experience and gamification experience. The results show that participants have good reactions except for immersion and playfulness dimension. Furthermore, Kirkpatrick Evaluation Model Level 2 was done by hypotheses test through paired t-test and two samples t-test for pre-test and post-test scores. The results show that both type of sites increases its participant’s competencies but there are no significant differences between the result in training sites with gamification and training sites without gamification. This research has limitation on its sample size and could be fixed in the next research. Furthermore, the appropriateness of Generation X to use gamification should be assessed.