Gamification in Education: Leveraging the Bamboozle App for Effective Summative Assessments in Seventh-Grade of Junior High School
DOI:
https://doi.org/10.23887/mi.v29i3.90266Keywords:
Assessment, Summative, BaamboozleAbstract
Technological advancements encourage teachers to continuously innovate in creating engaging learning experiences to improve student learning outcomes. However, during the implementation of the Fikih Ibadah lesson in seventh-grade classes, the researcher identified student demotivation that affected their interest, engagement, and active participation in the learning process. This study aims to describe the planning, implementation, and outcomes of summative assessments using the Bamboozle application in seventh-grade classes. The study employs a qualitative approach with a field research design. Data were collected through interviews with teachers, students, and school principals, as well as observations and documentation. The collected data were analyzed using a descriptive qualitative analysis technique, including data reduction, data presentation, and conclusion drawing. The findings indicate that the planning of summative assessments using the Bamboozle app involved preparing learning materials, assessment instruments, and implementation strategies. The execution of the assessment was effective, with increased student participation during the learning process. Based on interviews, students showed higher enthusiasm toward app-based assessments compared to conventional assessment methods. Moreover, the implementation of this approach successfully enhanced students' motivation, interest, and engagement in Fikih Ibadah lessons. The study concludes that the use of the Bamboozle app in summative assessments can serve as an effective innovation to improve learning quality, particularly in boosting student motivation and engagement.
References
Abdelrahman, R. M. (2020). Metacognitive awareness and academic motivation and their impact on academic achievement of Ajman University students. Heliyon, 6(9).
https://doi.org/10.1016/j.heliyon.2020.e04192.
Alias, M., Masek, A., & Salleh, H. H. M. (2015). Self, Peer and Teacher Assessments in Problem Based Learning: Are They in Agreements? Procedia - Social and Behavioral Sciences, 204(November 2014), 309–317. https://doi.org/10.1016/j.sbspro.2015.08.157.
Alruwais, N., Wills, G., & Wald, M. (2018). Advantages and Challenges of Using e-Assessment. International Journal of Information and Education Technology, 8(1).
https://doi.org/10.18178/ijiet.2018.8.1.1008.
Brändle, M., Sotiriadou, C., & Zinn, B. (2023). Self-assessments, attitudes, and motivational orientations towards the use of digital media in teaching a comparison between student teachers of different subject clusters. Heliyon, 9(9), e19516. https://doi.org/10.1016/j.heliyon.2023.e19516.
Budiono, A. N., & M.Hatip. (2023). Asesmen Pembelajaran Pada Kurikulum Merdeka. Jurnal Axioma: Jurnal Matematika Dan Pembelajaran, 2(3). https://doi.org/10.56013/axi.v8i1.2044.
Durrani, U. K., Al Naymat, G., Ayoubi, R. M., Kamal, M. M., & Hussain, H. (2022). Gamified flipped classroom versus traditional classroom learning: Which approach is more efficient in business education? International Journal of Management Education, 20(1), 100595.
https://doi.org/10.1016/j.ijme.2021.100595.
Elzainy, A., El Sadik, A., & Al Abdulmonem, W. (2020). Experience of e-learning and online assessment during the COVID-19 pandemic at the College of Medicine, Qassim University. Journal of Taibah University Medical Sciences, 15(6), 456–462. https://doi.org/10.1016/j.jtumed.2020.09.005.
Ghofur, A., & Youhanita, E. (2017). Interactive media development to improve student motivation. IJECA (International Journal of Education and Curriculum Application, 3(1), 1–6.
https://doi.org/10.31764/ijeca.v3i1.2026.
Havidz, H. B. H., & Mujakiah, N. (2023). The Effect of Learning Environment on Student Motivation and Student Achievement (Literature Review Study). International Journal of Psycology and Health Science, 1(1), 30–39. https://doi.org/10.38035/ijphs.v1i1.86.
Hermanto, Y. B., & Srimulyani, V. A. (2021). The Challenges of Online Learning During the Covid-19 Pandemic. Jurnal Pendidikan Dan Pengajaran, 8(2), 1. https://doi.org/10.37762/jgmds.8-2.215.
Kalleny, N. K. (2020). Advantages of Kahoot! Game-based Formative Assessments along with Methods of Its Use and Application during the COVID-19 Pandemic in Various Live Learning Sessions. Journal of Microscopy and Ultrastructure, 8(4), 175–185. https://doi.org/10.4103/JMAU.JMAU_61_20.
Khlifi, Y., & El-Sabagh, H. A. (2017). A novel authentication scheme for E-assessments based on student behavior over E-learning platform. International Journal of Emerging Technologies in Learning, 12(4), 62–89. https://doi.org/10.3991/ijet.v12i04.6478.
Masgumelar, N. K., & Mustafa, P. S. (2021). Teori Belajar Konstruktivisme dan Implikasinya dalam Pendidikan dan Pembelajaran. GHAITSA: Islamic Education Journal, 2(1).
https://doi.org/10.62159/ghaitsa.v2i1.188.
Meryansumayeka, Virgiawan, D., & Marlini, S. (2018). Pengembangan Kuis Interaktif Berbasis E-Learning Dengan Menggunakan Aplikasi Wondershare Quiz Creator Pada Mata Kuliah Belajar Dan Pembelajaran Matematika. Jurnal Pendidikan Matematika, 12(1).
https://doi.org/10.22342/jpm.12.1.5094.29-42.
Meyer-Beining, J., Vigmo, S., & Mäkitalo, Å. (2018). The Swedish grade conference: A dialogical study of face-to-face delivery of summative assessment in higher education. Learning, Culture and Social Interaction, 19(May), 134–145. https://doi.org/10.1016/j.lcsi.2018.05.004.
Ramdani, W., Purbohadi, D., & Kurnianti, A. (2023). Effect of Mobile Learning toward the Effectiveness of Mathematics Learning for Fourth-Grade Students in the Net Generation Era. Emerging Information Science and Technology, 3(1), 34–41. https://doi.org/10.18196/eist.v3i1.16858.
Ruiz-Bañuls, M., Gómez-Trigueros, I. M., Rovira-Collado, J., & Rico-Gómez, M. L. (2021). Gamification and transmedia in interdisciplinary contexts: A didactic intervention for the primary school classroom. Heliyon, 7(6), e07374. https://doi.org/10.1016/j.heliyon.2021.e07374.
Sabirli, Z., E., Coklar, A., & N. (2020). The effect of educational digital games on education, motivation, and attitudes of elementary school students against course access. World Journal on Educational Technology: Current Issues, 12(4), 326–338. https://doi.org/10.18844/wjet.v12i4.5142.
Safira, D. (2022). Penggunaan Platform Baamboozle Sebagai Media Pembelajaran Berbasis Permainan Virtual. https://guruinovatif.id/course/penggunaan-platform-baamoozle-sebagai-media-pembelajaran-berbasis-permainan-virtual.
Salmia, & Yusri, M. (2021). Peran Guru dalam Pembelajaran Abad 21 di Masa Pandemik Covid-19. Indonesian Journal of Primary Education, 5(1), 82–92. https://doi.org/10.17509/ijpe.v5i1.31955.
Sari, D. E. (2019). Quizlet: Aplikasi Pembelajaran Berbasis Smartphone Era Generasi Milenial. Jurnal Pendidikan Ilmu Sosial, 29(1), 9–15. https://doi.org/10.23917/jpis.v29i1.8150.
Sari, D. P., Putra, R. W. Y., & Syazali, M. (2018). Pengaruh Metode Kuis Interaktif terhadap Kemampuan Pemecahan Masalah Matematis Mata Kuliah Trigonometri. Jurnal Pendidikan Matematika, 12(2), 63–72. https://doi.org/10.22342/jpm.12.2.5322.63-72.
Sari, I., Sinaga, P., Hernani, & Solfarina. (2020). Chemistry Learning via Distance Learning during the Covid-19 Pandemic. TADRIS (Journal of Education and Teacher Training), 5(1).
https://doi.org/10.24042/tadris.v5i1.6346.
Taspinar, B., Schmidt, W., & Schuhbauer, H. (2018). Gamification in education: a board game approach to knowledge acquisition. Computer Science Journal, 99. https://doi.org/10.1016/j.procs.2016.09.104.
Williams-McBean, C. T. (2023). Using school-based assessments to advance the integration of sustainable development competences by capitalising on the practice of teaching to the test. Environmental Education Research, 29(5), 715–732. https://doi.org/10.1080/13504622.2022.2107616.
Winagsih, E. T., & Syarif, F. (2023). Konstruk Media Pembelajaran Baamboozle Pada SD Islam Sinar Cendekia. Pendas: Jurnal Ilmiah Pendidikan Dasar, 9(2).
https://doi.org/10.36232/jurnalpendidikandasar.v3i2.1209.
Wiyono, B. B., Rasyad, A., & Maisyaroh. (2021). The Effect of Collaborative Supervision Approaches and Collegial Supervision Techniques on Teacher Intensity Using Performance-Based Learning. SAGE Open, 11(2). https://doi.org/10.1177/21582440211013779.
Yu, J., Zhou, X., Yang, X., & Hu, J. (2022). Mobile-assisted or paper-based? The influence of the reading medium on the reading comprehension of English as a foreign language. Computer Assisted Language Learning, 35(1–2), 217–245. https://doi.org/10.1080/09588221.2021.2012200.
Yüksel, H. S., & Gündüz, N. (2017). Formative and Summative Assessment in Higher Education: Opinions and Practices of Instructors. European Journal of Education Studies, 3(8), 336–356.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Nurmawati, Tasya Amelia Putri Siregar, Muhammad Irfansyah Siregar, Ibnu Alwi Zakrkasih Harahap
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
