| dc.description.abstract | Background: Quick adaptation of learning were crucial during pandemic.
Although conduct online learning is not easy, but the quality of the learning
should be equal with face to face learning. Online learning is also designed
to provide an atmosphere that facilitates collaboration between students.
When you switch to online learning, the Problem Based Learning (PBL)
learning method ideally still be able to motivate students to learn. One way
to induce motivation is to use games in learning. They are considered fun
and create motivation to learn.
Aim of study: The aim of this research is to determine students' subjective
experiences of learning online using games in PBL.
Method: This research uses quantitative descriptive methods. This
research uses secondary data from the results of a bold PBL learning
evaluation. Thirty-two students who learned PBL using dare games filled
out the Intrinsic Motivation Inventory (IMI) questionnaire which has been
validated and has been used in educational research. The results of the
evaluation are then explained descriptively.
Results: From the IMI questionnaire, 32 students got a positive subjective
experience from measurements with the IMI questionnaire. The self-report
results from the IMI questionnaire are, Interest/enjoyment subscale with a
mean of 5.8, value/usefulness subscale with a mean of 5.6 and choice
subscale 4.6. Intrinsic motivation according to students' subjective
experiences is assessed as obtained from this activity referring to the
interest/enjoyment subscale.
Conclusion: The PBL learning method with games perceives students
positively using the IMI questionnaire on the interest/enjoyment scale. This
means that online PBL with games can produce students' intrinsic
motivation. Learning methods using games can be developed and used
continuously to make learning fun and interesting. Keywords: game
method, intrinsic motivation, online learning, self-determination theory,
problem-based learning. | en_US |
