Gamification of Science Learning: Perspectives on Constructing Student Creativity
DOI:
10.29303/jppipa.v9i11.4274Published:
2023-11-25Downloads
Abstract
One strategy to strengthen the profile of Pancasila students in an independent curriculum is through the creative dimension. Strengthening the creative dimension of the Pancasila Student Profile is related to the 21st Century Skills Framework formulated by the World Economic Forum. The framework outlines 16 important skills that children must have to be successful in the future, one of which is creativity. Unfortunately, Indonesia's creativity index is still ranked low compared to other countries. The Global Creativity Index (GCI) conducted by the Martin Prosperity Institute ranked Indonesia 115th out of 139 countries in 2015. As important learning for students, science learning must be responsive to this by facilitating the development of student creativity. Gamification is an effort to arouse interest, stimulate motivation, and encourage student involvement in learning. Much research has been conducted on gamification by adopting game mechanics and aesthetics for learning and generally succeeding in increasing student motivation and learning outcomes. However, the relationship between the use of gamification in learning and the development of student creativity has not been widely researched or discussed theoretically. Therefore, this paper tries to present a literature study regarding areas where gamification can be intervened so that it can develop and build student creativity.
Keywords:
Creativity Gamification Science LearningReferences
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