Enhancing Junior High School Students’ Motivation in Physics Learning through Kahoot! Based Gamification: An ARCS Model Approach

Motivation plays a pivotal role in shaping students’ engagement and achievement, particularly in subjects such as physics that are often perceived as difficult and abstract. Numerous studies have shown that low motivation among junior high school students contributes to poor performance and limited participation, highlighting the urgency of innovative instructional approaches that can foster interest and persistence. Gamification has emerged as a promising solution, with platforms such as Kahoot! providing interactive features designed to increase student engagement through competition, feedback, and collaboration. The objective of this study was to examine the effectiveness of Kahoot!-based gamification in enhancing students’ learning motivation in physics, measured comprehensively using Keller’s ARCS model (Attention, Relevance, Confidence, and Satisfaction). A quasi-experimental design with a one-group pretest–posttest approach was employed, involving 175 eighth-grade students from six junior high schools in East Nusa Tenggara, Indonesia. Data were collected through a validated ARCS-based motivation questionnaire and analyzed using descriptive statistics, the Wilcoxon Signed-Rank Test, effect size calculation, and normalized gain (N-Gain). The findings revealed a significant increase in students’ motivation, with overall scores rising from 3.15 to 4.10, a large effect size (r = 0.85), and a medium N-Gain (0.51). The greatest improvement occurred in Attention, while Satisfaction increased the least. These results confirm that Kahoot! effectively improves multiple dimensions of motivation and demonstrates its value as an innovative tool for fostering interactive, student-centered physics learning. The novelty of this study lies in applying the ARCS framework to analyze gamification outcomes in junior high school physics, thereby contributing empirical evidence and practical insights for advancing physics education in Indonesia and similar contexts

Integration of PBL-Based E-Modules in Physics Education: Improving Problem-Solving Skills on Static Fluid Concept

Developing students’ problem-solving skills is a central aim of modern science education, yet many learners continue to struggle when applying physics concepts to authentic situations. In Indonesia, this challenge remains urgent, as national and international assessments consistently highlight gaps in higher-order thinking and reasoning. Responding to this need, the present study sought to investigate the effectiveness of a problem-based learning (PBL)–based electronic module (e-module) designed around Polya’s four problem-solving stages in improving high school students’ abilities in the static fluid topic. Using a pre-experimental one-group pretest–posttest design, the study involved 28 students who completed validated pretest and posttest instruments aligned with Polya’s framework. Data were analyzed descriptively and inferentially through the Wilcoxon Signed-Rank Test, normalized gain (N-gain), and Cohen’s d effect size. The results showed a clear increase in mean scores from 47.91 on the pretest to 73.11 on the posttest, with all four indicators: understanding the problem, planning solutions, implementing strategies, and evaluating outcomes. The Wilcoxon test confirmed statistically significant improvements for all participants, with an effect size of 1.971 indicating a very large practical impact. These findings demonstrate that integrating PBL with structured digital scaffolding can meaningfully enhance students’ problem-solving skills. The novelty of this research lies in adapting Polya’s classic model into an interactive e-module format and embedding it within PBL to promote inquiry and reflection. Overall, the study contributes to physics education by providing evidence that digital PBL resources can narrow performance gaps and foster deeper, more equitable learning outcomes in line with 21st-century educational demands

The Effect of Guided Inquiry Learning Model on Students' Science Process Skills and Learning Outcomes in Physics Science Lessons

Science education in the 21st century emphasizes the development of scientific competencies that integrate knowledge acquisition with Science Process Skills (SPS), such as observing, hypothesizing, experimenting, interpreting, and communicating, which are crucial for fostering deep conceptual understanding and improving learning outcomes. However, many students, particularly in rural contexts, remain passive learners with limited independence, resulting in underdeveloped SPS and lower achievement in physics. This study addresses this urgency by examining the effectiveness of the Guided Inquiry Learning Model in simultaneously improving SPS and learning outcomes on the topic of waves. A quasi-experimental design was applied, using a non-equivalent control group posttest-only design for SPS and a pretest–posttest control group design for learning outcomes. The sample consisted of 35 eighth-grade students from SMP Negeri 2 Kuta Baro, divided into experimental and control groups, both taught with virtual experiments to minimize teacher bias. SPS were measured through validated observation sheets, and learning outcomes were assessed using multiple-choice tests. The findings revealed that the Guided Inquiry group achieved significantly higher SPS (M = 75.95) than the Inquiry group (M = 70.31), with a large effect size (Cohen’s d = 0.931). Learning outcomes also improved substantially, with an N-Gain of 75.97% (high category) compared to 68.59% (moderate category) in the control group, yielding a medium effect size (d = 0.609). These results highlight the novelty of analyzing both SPS and learning outcomes concurrently and demonstrate that guided inquiry effectively fosters scientific thinking and conceptual mastery. The study contributes to physics education by providing evidence that structured inquiry, supported by teacher scaffolding, is particularly relevant for engaging passive learners and enhancing meaningful learning experiences in the digital era

The Use of STEM Integrated Project Based Learning Media Assisted by TikTok Application in Physics Learning to Improve Students’ Creative Thinking Skills

Penelitian ini menganalisis pengaruh model Project Learning (PjBL) terintegrasi pendekatan STEM berbantuan aplikasi TikTok terhadap keterampilan berpikir kreatif siswa pada materi gerak parabola. Metode yang digunakan adalah quasi eksperimen dengan desain nonequivalent control group design. Sampel terdiri dari dua kelas, yaitu kelas eksperimen yang memperoleh pembelajaran PjBL-STEM berbantuan TikTok dan kelas kontrol yang hanya menggunakan model PjBL tanpa integrasi STEM dan media digital. Instrumen penelitian berupa soal tes berpikir kreatif yang didasarkan pada empat indikator yaitu kelancaran, orisinalitas, fleksibilitas, dan elaborasi. Hasil analisis menunjukkan bahwa terdapat perbedaan yang signifikan antara kelas eksperimen dan kontrol, ditunjukkan dengan nilai rata-rata N-gain sebesar 0,79 (kategori tinggi) pada kelas eksperimen dan 0,50 (kategori sedang) pada kelas kontrol. Pengujian hipotesis menggunakan uji t sampel independen menghasilkan nilai hitung = 8,683 > tabel = 1,677 yang berarti terdapat pengaruh yang signifikan penggunaan pendekatan PjBL-STEM berbantuan TikTok terhadap keterampilan berpikir kreatif siswa. Peningkatan tertinggi terdapat pada indikator orisinalitas dan kelancaran. Penelitian ini merekomendasikan penggunaan TikTok sebagai media pembelajaran inovatif yang dapat mendukung integrasi pendekatan STEM dalam mengembangkan keterampilan abad 21

The Effect of Augmented Reality-Based Learning Media on Critical Thinking Skills Of Students

This study is a true experiment study that aims to determine the effect of Augmented Reality media on critical thinking skills of students at SMAN 3 Makassar. The population in this study were all grade XII of SMAN 3 Makassar totaling 360 students divided into 10 classes while the research sample was class XII 4 as the control class with 33 students and class XII 5 as the experimental class with 32 students. The instrument used in this study used a critical thinking skills test of students in the form of essay questions , namely a posttest totaling 7 items which were developed according to the indicators of critical thinking skills, namely interpretation, analysis, evaluation and inference. Based on the results of the research that has been carried out, it was obtained that the level of critical thinking skills of students in the experimental class was at a moderate level with an average value of fourteen point fifty six while in the control class it was at a low level with an average value of twelve point ninety four. Then based on the results calculated using the independent sample t - test, it produced a significance value of zero point zero zero two which is lower than zero point zero five. It can be concluded that learning using AR media t there is a significant difference in the critical thinking skills of students at SMAN 3 Makassar

Influence of Poverty and HDI on Economic Growth Through Unemployment in Sulawesi, 2011–2023

This study investigates the influence of poverty and the Human Development Index (HDI) on economic growth, with unemployment serving as a mediating variable, across five provinces in Sulawesi from 2011 to 2023. Economic growth remains a critical indicator for regional development, and understanding the role of socioeconomic factors such as poverty, education, health, and labor dynamics is essential for policy formulation. The study employs a quantitative research design using panel data analysis, integrating path analysis techniques and the Sobel test to identify both direct and indirect effects among the variables. The empirical results show that poverty has no statistically significant effect on either the unemployment rate or economic growth, indicating that poverty alone may not directly influence macroeconomic performance in this context. Conversely, HDI exhibits a significant influence on both unemployment and economic growth, reinforcing the crucial role of education, health, and overall human development in shaping economic outcomes. However, the unemployment rate does not mediate the relationship between either poverty or HDI and economic growth, suggesting that other mechanisms may be more relevant in translating human development into economic progress. These findings emphasize the limited mediating role of unemployment and highlight the strategic importance of investing in human capital. As such, policy recommendations should prioritize improving access to quality education and healthcare services, while also promoting job creation programs. These initiatives are essential to foster inclusive, resilient, and sustainable economic growth across Sulawesi’s diverse provinces

INOVASI E-MODUL AKM: SOLUSI DIGITAL UNTUK MENGASAH LITERASI NUMERASI

Penelitian ini bertujuan untuk mengembangkan e- modul pembelajaran berbasis Asesmen Kompetensi Minimum (AKM) yang berfikus pada peningkatan kemampuan literasi numerasi siswa. E- modul ini dirancang untuk membantu siswa dalam memahami serta melatih keterampilan dasar literasi numerasi sesuai dengan standar AKM yang dicanangkan oleh Kementerian Pendidikan dan Kebudayaan. Pengembangan e-modul ini menggunakan metode peelitian dan pengembangan (R&D) dengan model ADDIE yang meliputi: (1) Analisis; (2) Desain; (3) Pembangunan; (4) Implementasi; dan (5) Evaluasi. Subjek penelitian ini terdiri dari siswa kelas XI di SMAS Gajah Mada Bandar Lampung. Data dikumpulkan melalui wawancara, angket, dan tes kemampuan literasi numerasi yang dilakukan setelah penggunaan e- modul. Hasil penelitian ini menunjukkan 85,42%, artinya e- modul AKM yang dikembangkan memiliki daya tarik bagi siswa. Kemudian pada hasil tes literasi numerasi menunjukkan rata-rata skor akhir 3,59 dengan persentase 90,32%, artinya siswa memiliki tingkat kemampuan literasi numerasi dengan kategori “Mahir”. Selain itu, hasil validasi ahli materi dan media menunjukkan bahwa e- modul ini layak digunakan dengan sedikit revisi

ANALISIS KEMAMPUAN NUMERASI SISWA KELAS V SDK MABHAMBAWA DALAM MENYELESAIKAN SOAL AKM KAMPUS MENGAJAR ANGKATAN VI

Penelitian bertujuan  guna mengetahui kemampuan siswa menyelesaikan soal  numerasi Asesmen Kompetensi Minimum (AKM) siswa kelas V SDK Mabhambawa melalui program kampus mengajar angkatan 6 yang meliputi pemahaman konsep bilangan. Metode penelitian deskriptif kualitatif dilakukan dengan subyek penelitian adalah siswa kelas V SDK Mabhambawa yang terdiri atas 18 siswa dengan instrumen soal AKM 20 nomor dan wawancara. Teknik pengumpulan data dilakukan dengan melihat hasil AKM dan wawancara Penelitian dengan Analisis data mencakup tahap dan pengumpulan data, redeksi data, penyajian informasi dan penarikan kesimpulan. Adapun temuan peneliti ialah Materi yang dikuasai oleh semua siswa ialah materi membandingkan dua pecahan, termasuk membandingkan bilangan cacah dan pecahan berada pada kategori tinggi dengan persentase 89%. Sedangkan untuk kategori materi yang merasa sulit dikerjakan oleh siswa ialah materi tentang Mengidentifikasi ciri-, ciri segibanyak, segitiga, segiempat, serta lingkaran berada pada kategori rendah dengan persentase 28%. Jika dilihat dari rata-rata hasil numerasi AKM kelas dengan jumblah18 siswa. Dengan demikian dapat disimpulkan pendekatan yang komprehensif dan sinergi antara berbagai pihak sangat perlu untuk meningkatkan kompetensi numerasi siswa secara optimal. Penelitian yang telah dilakukan bisa dijadikan acuan bagi guru serta pihak sekolah dalam mengembangkan strategi  pembelajaran agar semakin efektif guna meningkatkan kemampuan numerasi siswa. Kesimpilan  yang didapatkan menjadi dua yaitu materi yang dikuasi dan yang sulit untuk siswa, penilaian ini didasarkan pada indikator numerasi dalam AKM yang menunjukan jika kemampuan numerasi siswa berada pada kategori sedang dengan persentase 67%.

PENGARUH PEMBELAJARAN PROBLEM BASED LEARNING (PBL) BERBANTUAN GEOGEBRA UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS SISWA

Penelitian ini bertujuan untuk meningkatan kemampuan pemahaman konsep matematis siswa dengan menerapkan model pembelajaran PBL berbantuan Geogebra dalam menyelesaikan masalah, khususnya terkait dengan materi hubungan garis dan sudut. Subjek dari penelitian ini adalah siswa kelas VII MTs Persis Lembang Kabupaten Bandung Barat tahun ajaran 2023/2024. Jenis penelitian ini adalah eksperimen semu (quasi-eksperimental) dengan design penelitian adalah Nonequivalent Control Group Design. Teknik pengambilan sampel adalah purposive sampling. Sampel penelitian berjumlah 42 siswa yang terbagi dalam 2 kelompok yaitu kelompok kelas eksperimen dan kelompok kelas kontrol. Instrument penelitian yang digunkan adalah tes objektif berupa soal essay. Hasil penelitian menunjukan bahwa ada perbedaan yang signifikan antara pembelajaran model PBL berbantuan GeoGebra dengan pembelajaran langsung untuk meningkatakan kemampuan pemahaman konsep matematis siswa kelas VIII MTs Persis 50 Lembang. Hal ini tampak dari hasil uji Mann Whitney dengan nilai sig.=0,000<0,05 yang menunjukan bahwa terdapat perbedaan secara siginifikan antara rata-rata n-gain kelas eksperimen dengan kelas kontrol. Sehingga dapat ditarik kesimpulan bahwa pembelajaran yang menerapan PBL berbatuan GeoGebra berdampak baik terhadap pemahaman konsep matematis siswa kelas VIII MTs Persis Lembang

PENINGKATAN KEMAMPUAN MEMBACA MELALUI MEDIA KARTU KATA BERGAMBAR DENGAN STRATEGI PEMBELAJARAN INKUIRI PADA SISWA KELAS II UPTD SD INPRES MALAFAI

This study aims to determine the improvement of reading ability through the media of picture word cards with inquiry learning strategies in grade II students of UPTD SD Inpres Malafai. This type of research is classroom action research (PTK) which consists of three components, namely 1) planning, 2) action and observation and, 3) reflection which in implementation and observation are carried out simultaneously. The subjects in this study are 12 students in grade II UPTD SD Inpres Malafai. The object of this research is to improve reading ability through the media of picture word cards with inquiry learning strategies. The data collection method uses the test method. The instrument used is a test question. The data in this study was analyzed using quantitative descriptive statistics. The results of this study showed that after the administration of actions for two cycles, the average score of the test results for the use of picture card media with the Inquiry approach strategy to improve reading ability in grade II students of UPTD SD Inpres Malafai increased. In the first cycle, an average score of 60, a percentage of 60%, was at the criteria of sufficient and classically or the number of students who completed as many as 5 people was 41.57%. In the second cycle, an average score of 75.83% was obtained at the sufficient criterion and classically increased to 83.33%. Thus, it can be concluded that the application of pictorial word card media with inquiry teaching strategies can improve the reading ability of grade II students of UPTD SD Inpres Malafai classically by 41.76%