Development of the edu-game media Lom's Ethnic Journey to enhance interest in learning Mathematics and Physics among students

Abstract

Abstrak: Secara umum pembelajaran Matematika dan Fisika masih dirasakan sulit bagi mahasiswa. Hal ini karena minat belajar mahasiswa pada kedua mata kuliah tersebut masih rendah. Hal ini dikarenakan metode pembelajaran yang monoton, dan penggunaan media yang terbatas. Penelitian ini bertujuan untuk meningkatkan minat belajar mahasiswa pada mata kuliah matematika dan fisika dengan mengembangkan media pembelajaran berbasis game edukasi yang bertemakan kearifan lokal "orang Lom," yaitu "Lom’s Ethnic Journey". Metode penelitian yang digunakan adalah design research meliputi expert review, one-to-one, small group, dan field test. Hasil penelitian menunjukkan bahwa game edukasi ini telah terbukti valid, praktis, dan memiliki efek potensial. Dari hasil efek potensial diperoleh user acceptance sebesar 86 persen dapat diterima dengan baik tanpa kendala saat digunakan di banyak jenis smartphone dan applicability organizational acceptance dalam peningkatan minat belajar mahasiswa sebesar 44 persen. Urutan minat belajar yang peningkatannya dari tertinggi ke terendah antara lain, adanya kemauan belajar, adanya pemusatan perhatian dan pikiran terhadap pembelajaran, adanya upaya yang dilakukan untuk merealisasikan keinginan untuk belajar, dan adanya perasaan senang mahasiswa dalam belajar. Abstract: Learning Mathematics and Physics is generally perceived as difficult for students, primarily due to low interest in these subjects. This is due to monotonous learning methods and limited use of media. This research aims to increase students' interest in mathematics and physics courses by developing educational game-based learning media with the theme of local wisdom "Lom people," namely "Lom's Ethnic Journey." The research method used was design research, which includes expert review, one-to-one, small group, and field tests. The study results show that this educational game has been proven valid and practical and has potential effects. The result of the potential effect is 86 percent of user acceptance, meaning it can be well received without problems when used in many types of smartphones. The implementation of organizational acceptance increased student interest in learning by 44 percent. The order of learning interest that increased from the highest to the lowest included the willingness to learn, the concentration of attention and mind on learning, the efforts made to realize the desire to learn, and the feeling of student happiness in learning.

Keywords

• edu-game
• lom’s ethnic journey
• interest in learning
• mathematics
• physics