Melola Discovery

← Melola Discovery

Jurnal

Development of Gamification-Based Mobile Learning to Improve Learning Outcomes for Automotive Measurement Tools

Edu Komputika Journal · Vol. 12 No. 2 (2025) · hlm. 185–193

DOI
10.15294/edukom.v12i2.40262
ISSN
2599-297X, 2252-6811
Terbit
2025-12-31
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

Inclusive education, a key priority of SDG 4, requires learning innovations that are accessible and engaging for all learners, including students with disabilities. In Indonesian inclusive schools, limited availability of adaptive learning technology remains a major barrier, particularly for students with mild intellectual disabilities who often struggle with practical competencies such as reading precision measuring tools. This study developed and evaluated a gamification-based mobile learning (m-learning) medium on automotive measurement tools (vernier calipers) tailored to the needs of students with mild intellectual disabilities through accessible design elements (preferred colors, readable fonts, simplified sentences, and adapted assessments). Using a Research and Development (R&D) approach with the ADDIE model, the product was validated by one media expert and one material expert, and its effectiveness was examined through a one-group pretest–posttest design with 35 Grade 10 Automotive Engineering students at SMK Palapa Semarang. Expert validation results indicated that the media was very feasible, with scores of 85% (Display Design), 83% (Technical Quality), 88% (Visual Communication), and 90% (Media Attractiveness), while content feasibility was also very feasible, with 82% (Content Completeness), 87% (Content Accuracy), 84% (Presentation Cohesion), and 86% (Language Use). Student learning outcomes improved substantially, with mean scores increasing from 68.29 (pretest) to 88.86 (posttest), yielding a gain of 20.6 points and reduced score variability (SD from 10.43 to 6.31). These findings suggest that gamification-based m-learning designed using assistive technology principles is feasible and can enhance learning outcomes in inclusive vocational education contexts.

Kata kunci

Jaringan kolaborasi para penulis

24 penulis · 67 tautan kepenulisan bersama

Arahkan kursor atau ketuk sebuah nama untuk menyorot rekan penulisnya. Klik dua kali untuk membuka halaman penulis.

  • Tadulako University
  • Afiliasi tidak diketahui
  • Organisasi berbeda
  • Organisasi sama
  • Afiliasi tidak diketahui
  • Garis lebih tebal = lebih banyak artikel bersama · lingkaran lebih besar = lebih banyak artikel
Tampilkan sebagai tabel
Rekan penulisOrganisasiArtikel bersama
Rizqi Fitri NaryantoAfiliasi tidak diketahui2
Haryadi HaryadiAfiliasi tidak diketahui1
Dony Hidayat Al-JananAfiliasi tidak diketahui1
Hendrix Noviyanto FirmansyahAfiliasi tidak diketahui1
Ahmad RoziqinAfiliasi tidak diketahui1
Afif WijayaAfiliasi tidak diketahui1
Lelu Dina ApristiaAfiliasi tidak diketahui1
Sonika MaulanaAfiliasi tidak diketahui1
Alfin Miftakhul HudaAfiliasi tidak diketahui1
HadromiAfiliasi tidak diketahui1
Mochammad Miftachul SyanusiAfiliasi tidak diketahui1
Wahyu HidayatTadulako University1
AbdurrahmanAfiliasi tidak diketahui1
Wirawan SumbodoAfiliasi tidak diketahui1
Rizki SetiadiAfiliasi tidak diketahui1
Wahyudi WahyudiAfiliasi tidak diketahui1
Ari Dwi Nur Indriawan MusyonoAfiliasi tidak diketahui1
Angga SeptiyantoAfiliasi tidak diketahui1
Winarno Dwi RahardjoAfiliasi tidak diketahui1
Sudiyono SudiyonoAfiliasi tidak diketahui1
Wahyu Ady Priyo KuncahyoAfiliasi tidak diketahui1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/edukom/oai, pertama di-harvest 5 Nov 2026, terakhir terlihat 5 Nov 2026.
Metadata asli (oai_dc) 
<oai_dc:dc xmlns="http://www.openarchives.org/OAI/2.0/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:oai_dc="http://www.openarchives.org/OAI/2.0/oai_dc/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/  http://www.openarchives.org/OAI/2.0/oai_dc.xsd">
	<dc:title xml:lang="en">Development of Gamification-Based Mobile Learning to Improve Learning Outcomes for Automotive Measurement Tools</dc:title>
	<dc:creator xml:lang="en">Iskandar, Ranu</dc:creator>
	<dc:creator xml:lang="en">Nashiroh, Putri Khoirin</dc:creator>
	<dc:creator xml:lang="en">Budiman, Febrian Arif</dc:creator>
	<dc:subject xml:lang="en">ADDIE</dc:subject>
	<dc:subject xml:lang="en">Automotive Engineering</dc:subject>
	<dc:subject xml:lang="en">Gamification</dc:subject>
	<dc:subject xml:lang="en">Mobile Learning</dc:subject>
	<dc:subject xml:lang="en">Vocational Education</dc:subject>
	<dc:description xml:lang="en">Inclusive education, a key priority of SDG 4, requires learning innovations that are accessible and engaging for all learners, including students with disabilities. In Indonesian inclusive schools, limited availability of adaptive learning technology remains a major barrier, particularly for students with mild intellectual disabilities who often struggle with practical competencies such as reading precision measuring tools. This study developed and evaluated a gamification-based mobile learning (m-learning) medium on automotive measurement tools (vernier calipers) tailored to the needs of students with mild intellectual disabilities through accessible design elements (preferred colors, readable fonts, simplified sentences, and adapted assessments). Using a Research and Development (R&amp;amp;D) approach with the ADDIE model, the product was validated by one media expert and one material expert, and its effectiveness was examined through a one-group pretest–posttest design with 35 Grade 10 Automotive Engineering students at SMK Palapa Semarang. Expert validation results indicated that the media was very feasible, with scores of 85% (Display Design), 83% (Technical Quality), 88% (Visual Communication), and 90% (Media Attractiveness), while content feasibility was also very feasible, with 82% (Content Completeness), 87% (Content Accuracy), 84% (Presentation Cohesion), and 86% (Language Use). Student learning outcomes improved substantially, with mean scores increasing from 68.29 (pretest) to 88.86 (posttest), yielding a gain of 20.6 points and reduced score variability (SD from 10.43 to 6.31). These findings suggest that gamification-based m-learning designed using assistive technology principles is feasible and can enhance learning outcomes in inclusive vocational education contexts.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-12-31</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/edukom/article/view/40262</dc:identifier>
	<dc:identifier>10.15294/edukom.v12i2.40262</dc:identifier>
	<dc:source xml:lang="en">Edu Komputika Journal; Vol. 12 No. 2 (2025): Edu Komputika Journal; 185-193</dc:source>
	<dc:source>2599-297X</dc:source>
	<dc:source>2252-6811</dc:source>
	<dc:source>10.15294/edukom.v12i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/edukom/article/view/40262/9679</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Edu Komputika Journal</dc:rights>
</oai_dc:dc>