Designing Board Game Malik Fadjar untuk Menumbuhkan Pembelajaran Mendalam: Sebuah Penelitian Tindakan Kelas
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DOI:
https://doi.org/10.53621/xtmw2f88Keywords:
Abdul Malik Fadjar, Educational Psychology, Creativity, Game-Based Learning, Project Based-Learning, Meaningful LearningAbstract
Pembelajaran di perguruan tinggi masih banyak bertumpu pada keterampilan berpikir tingkat rendah, sementara gamifikasi yang populer cenderung menempatkan mahasiswa sebagai pemain pasif platform digital. Penelitian tindakan kelas ini bertujuan mendeskripsikan penerapan proyek Board-Game Creation, yakni perancangan permainan papan analog yang memadukan teori Psikologi Pendidikan dengan filsafat pendidikan holistik Abdul Malik Fadjar, serta menelaah perubahan kreativitas dan pembelajaran bermakna mahasiswa. Penelitian mengikuti model Kemmis dan McTaggart dalam dua siklus dengan subjek 45 mahasiswa sarjana yang terbagi dalam sembilan kelompok. Kreativitas dinilai pada produk kelompok (n = 9) menggunakan rubrik analitik yang divalidasi ahli, sedangkan pembelajaran bermakna diukur secara individual (n = 45) dengan kuesioner 20 butir (? = 0,86). Data dianalisis secara deskriptif menggunakan rerata dan N-gain, serta analisis tematik catatan observasi. Rerata kreativitas naik dari 48,50 menjadi 86,40 (N-gain 0,74) dan pembelajaran bermakna dari 52,30 menjadi 88,50 (N-gain 0,76), keduanya berkategori tinggi. Temuan ini mengindikasikan bahwa perancangan permainan analog yang dijangkarkan pada nilai filosofis lokal berpotensi memperdalam keterlibatan kognitif dan afektif mahasiswa dalam konteks kelas yang diteliti, meskipun generalisasinya memerlukan desain dengan kelompok pembanding.
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