Suchergebnisse

The learning environment must be designed to motivate students to acquire scientific knowledge while developing their scientific attitude. As essential learning for students, science learning must be responsive to this by facilitating the development of students' scientific attitudes. Gamification is an effort to spark interest, spur motivation, and encourage student engagement in the learning process. Much research on gamification has been done by adopting game mechanics and aesthetics in learning and has generally succeeded in improving student learning outcomes. However, the relationship between using gamification in learning and improving students' scientific attitudes has not been widely studied and discussed in theory. Therefore, this paper presents a literature review of fields in which gamification can intervene to improve students' scientific attitudes.

The purpose of this research is to know the responses of respondents and university types on the development of scientific attitude instruments that are integrated with automatic feedback on science practicum performance assessments at four universities in Indonesia. Using a case study approach and cluster random sampling procedures, the data were examined with a Kruskal-Wallis test. Questionnaires, interviews at the management level, and observations directly were used to collect data. The research sample included three hundred seventy-six undergraduates and teachers in college at four different universities. The findings reveal no performance assessment of scientific attitude since there was no standard instrument. The assessment results of private colleges were similar to those of public colleges (p > 0.05) in measuring scientific attitude integrated with real-time feedback, implying that neither public nor private universities have conducted scientific attitude of performance assessments with real-time feedback on science practicum. The analysis statistical results were not significant between undergraduates and teachers in college regarding the measurement of scientific attitude on performance assessments integrated with real-time feedback in science practicum (p > 0.05), implying that undergraduates have the same experience as lecturers in assessing scientific attitude on performance assessment with feedback in science practicum. This study suggests developing scientific attitude measurement on performance assessment that provides real-time science practicum feedback.