Belajar Online Jadi Seperti Bermain Game Online! #AGII2020

Summary

Pak Riki, a young teacher from SMA Dian Harapan in Lubuklinggau, faced challenges in engaging students during the COVID-19 pandemic. To overcome communication difficulties and passive learning, he introduced gamification using Classcraft, motivating students through missions, experience points, and teamwork. He also integrated Flipboard for shy students to express themselves. His innovative approach improved student participation and learning experiences, turning difficult subjects into fun, interactive lessons. Pak Riki shared his success with fellow teachers, contributing to a supportive learning community. His story serves as an inspiring example of adapting to online teaching challenges.

Takeaways

• 😀 Riki, a young teacher at SMA Dian Harapan, Lubuklinggau, began teaching in 2017 and has faced numerous challenges with the shift to online learning due to the COVID-19 pandemic.
• 😀 The transition to online learning was particularly challenging for Riki, especially with communication barriers and the difficulty in engaging students remotely.
• 😀 One major challenge was the lack of student participation, with many not turning on their cameras or responding during lessons, leading to less interaction.
• 😀 Another challenge was asynchronous learning, where students often did not complete assignments, creating a gap in learning.
• 😀 Riki noticed that many students were passive and lacked motivation to engage with the material due to the isolation of learning at home without peer interactions.
• 😀 To address these challenges, Riki explored the concept of 'gamification,' which incorporates game design elements into the educational process to motivate students.
• 😀 Riki implemented 'Classcraft,' a gamification tool where students progressed through lessons by completing missions, earning experience points, and receiving rewards for positive behaviors.
• 😀 Students were grouped into teams with unique character traits and abilities, promoting collaboration and friendly competition to motivate them to finish tasks and help each other.
• 😀 Students earned experience points for good behavior, like participating in discussions or turning on their cameras, while negative behavior could lead to the loss of health points, encouraging responsibility and active participation.
• 😀 To support shy students, Riki used tools like Flipboard, allowing them to record videos and engage with their peers in a less intimidating way, promoting more participation in discussions.
• 😀 The gamified learning environment not only motivated students but also fostered teamwork, helping students learn more effectively and improving their overall engagement with the material.

Q & A

What was the main challenge faced by Pak Riki when implementing distance learning due to the pandemic?

The main challenge was the difficulty in communicating with students, many of whom did not turn on their cameras or respond during lessons.

How did Pak Riki address the issue of students not being motivated or engaged during lessons?

Pak Riki addressed the issue by applying gamification, which involved incorporating game design elements and principles into the learning process to increase motivation and engagement.

What is gamification in the context of education, and how was it applied by Pak Riki?

Gamification in education is the application of game elements and principles to non-game contexts. Pak Riki used a gamified system where students completed missions to advance in the lessons, earning rewards and facing challenges to maintain engagement.

How did Pak Riki use ClassCraft in his teaching approach?

Pak Riki used ClassCraft, an app that turns lessons into a game-like experience. Students took on different character roles, joined teams, and earned experience points for positive behaviors. They could also lose health points for negative behaviors, which helped to encourage better participation and engagement.

What role did collaboration and group work play in Pak Riki's gamified lessons?

Collaboration was emphasized by placing students into groups to complete missions. This encouraged teamwork, and students were motivated to perform well not just for themselves, but also to help their group members succeed.

How did Pak Riki handle students who were too shy to speak or share their opinions during lessons?

Pak Riki encouraged shy students by organizing small group discussions, which were recorded so that students could speak without the pressure of a live teacher audience. This made them feel more comfortable expressing their opinions.

What technological tools did Pak Riki use to help students express themselves?

Pak Riki used Flipboard, an app that allowed students to record and post videos, much like Instagram stories, so they could share their thoughts and ideas with classmates and receive feedback. He also incorporated written discussions for students who preferred typing.

How did Pak Riki measure and reward student behavior during distance learning?

Pak Riki rewarded positive behavior, such as participating in discussions and turning on cameras, by granting experience points. Conversely, negative behaviors, like failing to respond or submit assignments, resulted in losing health points.

What was the students' reaction to the gamified learning system?

Students appreciated the gamified system, with some even mentioning in their semester evaluations that it made the subject of computer studies more engaging and enjoyable.

How did Pak Riki reflect on his role in supporting other teachers during the pandemic?

Pak Riki shared his experiences and strategies with other teachers, offering support and helping them adjust to the challenges of online teaching. He found this to be a rewarding experience, as it allowed him to contribute to the professional growth of his colleagues.