Pemanfaatan Media Gamifikasi untuk Meningkatkan Hasil Belajar Siswa pada Materi Salat Jenazah Kelas VIII-A SMP Negeri 24 Samarinda

Abstract

In the learning process at SMP Negeri 24 Samarinda, particularly in class VIII-A, there are still many students who have low learning outcomes on the material of funeral prayer, as indicated by students' low understanding of the concepts, conditions, and procedures of performing the funeral prayer. Students do not ask questions or remain passive when questioned by the teacher and often divert their attention to other things during lessons, for example, playing with their phones or talking to friends, resulting in learning outcomes that do not meet the Minimum Competency Criteria (KKM). Therefore, the researcher wants to conduct a study by utilizing effective learning media to improve students' learning outcomes as well as their concentration and understanding of the material delivered in an enjoyable way. This is what motivates the researcher to conduct research at SMP Negeri 24 Samarinda. The researcher wants to find out whether there is a significant effect on students through the use of gamification media on students' learning outcomes. This study is an action research because it is conducted to solve learning problems in the classroom. This research is also considered a descriptive study, as it describes how the use of gamification media in learning is applied and how the desired results can be achieved. There is an increase in the percentage of learning activities in this second cycle compared to the first cycle, where students are more active in collaborating and actively participating in learning, allowing them to focus and master the material on Funeral Prayer. The use of Gamification Learning Media to Improve Students' Learning Outcomes on Funeral Prayer material makes it easier for teachers to achieve the desired learning objectives and to optimize/complete students' learning results. This can be seen from the percentage of classical learning mastery at the first cycle stage, which was 73%, and in the second cycle, student learning mastery reached 92%.