Pemanfaatan Gamifikasi dalam Penyusunan Asesmen Formatif Pembelajaran Diferensiasi di SMP Nurul Falah Kulim Pekanbaru

Erni, Erni and Ulya, Ridha Hasnul and Marhamah, Marhamah and Nurmalinda, Nurmalinda (2024) Pemanfaatan Gamifikasi dalam Penyusunan Asesmen Formatif Pembelajaran Diferensiasi di SMP Nurul Falah Kulim Pekanbaru. Jurnal Pendidikan Tambusai, 8 (3). pp. 50037-50046. ISSN 2614-6754

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Abstract

This Community Partnership Program (PKM) aims to enhance teachers' competencies in implementing gamification using the Wordwall application to design formative assessments for differentiated learning at SMP Nurul Falah Kulim Pekanbaru. The program's background addresses low National Assessment (AN) results in literacy and numeracy, learning disparities among students, teachers' limited understanding of differentiated instruction, and low student motivation. The program engaged 20 teachers as participants in a holistic training approach encompassing three phases: preparation, implementation, and evaluation. The preparation phase included scheduling, participant recruitment, and developing training materials tailored to the participants' needs. During the implementation phase, the materials were delivered through lectures, group discussions, and individual practice sessions to ensure participants understood formative assessments, differentiated learning, and the use of wordwall. Evaluation was conducted using pretests and posttests to measure participants' understanding improvements, along with direct observations during the activities. The program results demonstrated a significant increase in participants' understanding and skills. The average posttest score reached 90%, representing a 30% improvement compared to the pretest. Furthermore, 85% of participants successfully designed wordwall-based formative assessments aligned with the diverse needs of their students. The training methodology, which integrated lectures, discussions, and hands-on practice, proved effective, with a participant satisfaction rate of 85%. In conclusion, this training effectively enhanced teachers' abilities to integrate gamification technology into differentiated learning, supporting the implementation of the Merdeka Curriculum. Extending the duration of future training sessions and providing adequate technological resources are recommended to further optimize sustainable educational transformation.

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