Penerapan Pembelajaran Berbasis Gamifikasi untuk Meningkatkan Keterampilan Berpikir Kritis dan Kolaborasi Siswa Kelas VII di Sekolah Tunas Bangsa Greenville Jakarta Barat

Abstract

This study was motivated by the low level of students’ critical thinking and collaboration skills in seventh-grade social studies learning. The purpose of this study was to improve students’ critical thinking and collaboration skills through the implementation of gamification in social studies learning. This study employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, which was conducted in three cycles consisting of planning, action, observation, and reflection stages. The subjects of this study were 23 seventh-grade students. Data were collected through observation, tests, documentation, and field notes. The data were analyzed descriptively using mean scores, learning mastery percentages, and N-Gain analysis. The results showed that the implementation of gamification improved students’ critical thinking and collaboration skills. By the end of Cycle III, the average learning outcomes increased from 73.7 in the pre-cycle stage to 88.9, while learning mastery improved from 47.8% to 91.3%. In addition, students demonstrated more active participation in group discussions and collaborative learning activities during each cycle. The N-Gain results also indicated a moderate improvement category. Therefore, gamification can be used as an effective learning alternative to improve students’ critical thinking and collaboration skills in social studies learning.