GAMIFICATION BASED ON PERSONALIZED LEARNING TO GENERATE LEARNING PATH RECOMMENDATIONS FOR INDONESIAN LANGUAGE SPELLING

• Main Author: Harun, Muhammad
• Format: Theses
• Language: Indonesia
• Online Access: https://digilib.itb.ac.id/gdl/view/78056
• Institution: Institut Teknologi Bandung

Many writing errors in the Indonesian language are found in writings produced in the educational, governmental, and mass media environments. These spelling errors reflect a low understanding of the proper rules of the Indonesian language. One of the reasons for this lack of understanding is the lack of motivation to learn. In higher education, students learn Indonesian language spelling through the Bahasa Indonesia course, which is an essential part of the curriculum. Additionally, the learning path provided is predetermined at the beginning of the learning process, even though each student's knowledge background differs from one another. The COVID-19 pandemic presents its own challenges, including the necessity of self-directed learning at home. In this situation, there is a growing reliance on mobile devices such as smartphones to access learning materials. However, there are obstacles, such as the limitation of small screen displays that present information in a restricted manner. These challenges reduce the effectiveness of self-directed mobile learning and negatively impact students' motivation to learn. This research employs DRM (Design Research Methodology) as a research approach, adopting the SLEEG (Smart Learning Environment Establishment Guideline) method based on ISO 21001:2018 standards and utilizing the ADDIE (Analyze, Design, Develop, Implement, Evaluate) method for development. Furthermore, this study implements gamification features integrated into personalized learning to create learning pathways. Evaluation is conducted by field testing, involving first-year students at the Bandung Institute of Technology taking the Scientific Writing course. Application testing involves 101 respondents, evaluating user responses using the HMSAM (Hedonic-Motivation System Adoption Model) with a five-point Likert scale and assessing the learning impact. The results of the reaction evaluation indicate that the use of gamification-based personalized learning applications to generate learning path recommendations has a positive impact on the benefits obtained, curiosity, satisfaction, and user control. This application successfully captures learners' interest, is user-friendly, and aids users in maintaining focus during its use. Moreover, the learning impact evaluation reveals an improvement in the performance of each user after using the application.