Natazha, Retyana (2026) ..(TAMBAHKAN WATERMARK S/D DAFTAR PUSTAKA, UPLOAD ULANG).. Implementasi Gamifikasi dalam Pembelajaran: Dinamika Keaktifan dan Fokus Belajar Siswa Generasi Alpha di SDIT Qurrota A'yun Ponorogo. Undergraduate (S1) thesis, UIN Kiai Ageng Muhammad Besari Ponorogo.
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Abstract
ABSTRAK
Natazha, Retyana Devita Nur. 2026. Implementasi Gamifikasi dalam Pembelajaran dan Dinamika Keaktifan serta Fokus Belajar Generasi Alpha SDIT Qurrota A’yun Ponorogo. Skripsi. Program Studi Pendidikan Guru Madrasah Ibtidaiyah, Fakultas Tarbiyah dan Ilmu Keguruan. UIN Kiai Ageng Muhammad Besari Ponorogo, Pembimbing: Dwi Ulfa Nurdahlia, M.Si.
Kata Kunci : gamifikasi, generasi alpha, keaktifan belajar, fokus belajar
Penelitian ini dilatarbelakangi oleh upaya guru dalam menciptakan pembelajaran yang menarik dan interaktif melalui penerapan elemen gamifikasi. Namun, keaktifan dan fokus belajar siswa kelas III SDIT Qurrota A’yun Ponorogo belum menunjukkan kecenderungan fluktuatif, khususnya pada kegiatan pembelajaran yang membutuhkan konsentrasi lebih lama. Meskipun unsur gamifikasi telah diterapkan, proses implementasi serta kontribusinya terhadap keaktifan dan fokus belajar siswa Generasi Alpha belum dikaji secara mendalam
Penelitian ini bertujuan untuk menganalisis: (1) perencanaan implementasi gamifikasi dalam pembelajaran kelas III SDIT Qurrota A’yun Ponorogo; (2) proses pelaksanaan gamifikasi dalam pembelajaran serta dinamika keaktifan belajar siswa Generasi Alpha; (3) proses pelaksanaan gamifikasi dalam pembelajaran serta dinamika fokus belajar siswa Generasi Alpha (4) respon dan persepsi siswa serta guru terhadap penerapan gamifikasi dalam pembelajaran; dan (5) hambatan yang dihadapi dan upaya yang dilakukan dalam implementasi gamifikasi.
Penelitian ini merupakan penelitian kualitatif deskriptif dengan teknik pengumpulan data berupa observasi, wawancara, dan dokumentasi. Partisipan penelitian meliputi peserta didik kelas III, wali kelas, serta Wakil Kepala Sekolah bidang kurikulum SDIT Qurrota A’yun Ponorogo. Data penelitian dianalisis menggunakan model analisis Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data diperoleh melalui triangulasi sumber dan triangulasi teknik.
Berdasarkan hasil analisis data ditemukan bahwa (1) perencanaan implementasi gamifikasi dilakukan sebagai strategi pembelajaran yang berorientasi pada siswa dan disesuaikan dengan karakteristik Generasi Alpha; (2) pelaksanaan gamifikasi mendorong keaktifan belajar siswa melalui keterlibatan dalam diskusi, menjawab pertanyaan, dan penyelesaian tugas; (3) penerapan gamifikasi juga berkaitan dengan dinamika fokus belajar siswa melalui aktivitas permainan dan tantangan yang memusatkan perhatian siswa pada materi pembelajaran; (4) respons guru, siswa, dan pihak sekolah terhadap gamifikasi cenderung positif karena menciptakan suasana belajar yang lebih menyenangkan dan interaktif; serta (5) implementasi gamifikasi menghadapi hambatan berupa perbedaan kemampuan siswa, suasana kelas yang lebih ramai, keterbatasan waktu pembelajaran, dan perbedaan kemampuan guru, namun diatasi melalui penetapan aturan permainan, pendampingan siswa, pengaturan waktu, serta dukungan sarana dan kolaborasi guru.
ABSTRACT
Natazha, Retyana Devita Nur. 2026. he Implementation of Gamification in Learning and the Dynamics of Learning Engagement and Focus of Alpha Generation Students at SDIT Qurrota A’yun Ponorogo. Undergraduate Thesis. Department of Madrasah Ibtidaiyah Teacher Education, Faculty of Tarbiyah and Teacher Training. State Islamic University (UIN) Kiai Ageng Muhammad Besari Ponorogo. Advisor: Dwi Ulfa Nurdahlia, M.Si.
Keywords: gamification, generation alpha, learning engagement, learning focus.
This research is motivated by teachers’ efforts to create engaging and interactive learning through the implementation of gamification elements. However, the learning activeness and focus of third-grade students at SDIT Qurrota A’yun Ponorogo have not shown consistent tendencies, especially in learning activities that require longer concentration. Although gamification elements have been applied, the implementation process and its contribution to the learning activeness and focus of Alpha Generation students have not been examined in depth.
This study aims to analyze: (1) the planning of gamification implementation in third-grade learning at SDIT Qurrota A’yun Ponorogo; (2) the process of gamification implementation and the dynamics of Alpha Generation students’ learning activeness; (3) the process of gamification implementation and the dynamics of Alpha Generation students’ learning focus; (4) students’ and teachers’ responses and perceptions toward the implementation of gamification in learning; and (5) the challenges faced and the efforts made in implementing gamification.
This study employed a descriptive qualitative approach. Data were collected through observation, interviews, and documentation. The research participants consisted of third-grade students, the homeroom teacher, and the Vice Principal for curriculum affairs at SDIT Qurrota A’yun Ponorogo. The data were analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. Data validity was ensured through source triangulation and technique triangulation.
The results of the study indicate that (1) the planning of gamification implementation is carried out as a student-centered learning strategy and is adjusted to the characteristics of Alpha Generation students; (2) the implementation of gamification encourages students’ learning activeness through participation in discussions, answering questions, and completing learning tasks; (3) the implementation of gamification is also related to the dynamics of students’ learning focus through game activities and challenges that direct students’ attention to learning materials; (4) teachers, students, and school stakeholders show positive responses toward gamification because it creates a more enjoyable and interactive learning atmosphere; and (5) the implementation of gamification faces several challenges, such as differences in students’ abilities, a noisier classroom atmosphere, limited learning time, and differences in teachers’ ability to apply the method. However, these challenges are addressed through establishing clear game rules, providing student guidance, managing learning time, and utilizing school support and teacher collaboration.
| Item Type: | Thesis (Undergraduate (S1)) |
|---|---|
| Thesis Supervisor: | Dwi Ulfa Nurdahlia |
| Subjects: | 13 EDUCATION > 1399 Other Education > 139999 Education not elsewhere classified |
| Divisions: | Fakultas Ilmu Tarbiyah dan Keguruan > Jurusan Pendidikan Guru Madrasah Ibtidaiyah |
| Depositing User: | Perpustakaan Pusat |
| Date Deposited: | 16 Apr 2026 01:43 |
| Last Modified: | 16 Apr 2026 01:43 |
| URI: | http://etheses.uinponorogo.ac.id/id/eprint/37080 |
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