Tesis

Efektivitas Penggunaan Game-Based Learning dalam Meningkatkan Performa Akademik Mahasiswa Kedokteran Generasi Z pada Pengajaran Anatomi = The Effectiveness of Game-Based Learning in Improving Academic Performance of Generation Z Medical Students in Anatomy Education.

Pendahuluan: Anatomi masih menjadi pelajaran yang menantang bagi mahasiswa kedokteran. Pemberian kuis dalam bentuk game dapat meningkatkan kompetitif mahasiswa. Penelitian ini bertujuan mengetahui efektivitas game-based learning dalam meningkatkan performa akademik mahasiswa kedokteran generasi Z pada praktikum anatomi. Metode: Penelitian ini merupakan quasi eksperimen terhadap mahasiswa kedokteran tahun pertama yang dibagi ke dalam kelompok intervensi dan kontrol. Masing-masing kelompok diberikan pre-test di awal pembelajaran dan post-test di akhir pembelajaran. Soal pre-test dan post-test terlebih dahulu dianalisis oleh 5 dosen pakar anatomi dan dilanjutkan dengan pilot testing terhadap 30 orang responden. Hasil dari pilot testing selanjutnya dilakukan uji validitas, reliabilitas, tingkat kesukaran dan daya pembeda butir soal. Setelah diberikan pretest, mahasiswa pada kelompok intervensi mendapatkan metode game-based learning dan metode pembelajaran biasa, sedangkan pada kelompok kontrol hanya mendapatkan metode pembelajaran biasa. Pada akhir pembelajaran, kedua kelompok diberikan post-test. Data kemudian dianalisis menggunakan N-Gain score dan uji Mann Whitney untuk mengetahui efektivitas penggunaan game-based learning dalam meningkatkan performa akademik mahasiswa. Hasil: Total mahasiswa yang terlibat dalam penelitian adalah 227 mahasiswa yang terdiri dari 112 mahasiswa pada kelompok intervensi dan 115 mahasiswa pada kelompok kontrol. Hasil dari penelitian ini didapatkan adanya peningkatan performa akademik mahasiswa secara signifikan pada kelompok intervensi (p < 0,001) dengan N-gain score mencapai 75,53% (cukup efektif). Berdasarkan analisis tematik terhadap 31 mahasiswa di kelompok intervensi didapatkan metode game-based learning dapat meningkatkan semangat, jiwa kompetitifdan refleksi diri, serta menjadi inovasi dalam pembelajaran, namun masih terdapat kendala selama penelitian yakni: akses internet yang kurang stabil dan waktu yang terbatas. Kesimpulan: Metode game-based learning secara signifikan dapat meningkatkan performa akademik mahasiswa generasi Z pada pengajaran anatomi.
Kata kunci: Game-based learning, performa akademik, mahasiswa generasi Z, anatomi


Introduction: Anatomy remains a difficult and challenging subject for medical students. Providing quizzes in the form of online games can increase the curiosity and competitive spirit of Generation Z students. This study aims to determine the effectiveness of game-based learning in improving the academic performance of Generation Z medical students in anatomy practicum. Methods: This study is a quasi-experiment conducted on first-year medical students who were divided into intervention and control groups. Each group received a pre-test at the beginning of the learning session and a post-test at the end. The pre-test and post-test questions were first analyzed by five expert anatomy lecturers and then pilot-tested with 30 respondents. The results from the pilot testing were subsequently subjected to tests for validity, reliability, difficulty level, and item discrimination. After the pre-test, the students in the intervention group received both game-based learning and conventional learning methods, while the control group received only conventional learning methods. At the end of the learning session, both groups were given a post-test. The data was then analyzed using the N-Gain score and the Mann-Whitney test to determine the effectiveness of game-based learning in improving students' academic performance. Results: A total of 227 students participated in this study, consisting of 112 students in the intervention group and 115 students in the control group. The results of this study showed a significant improvement in academic performance among students in the intervention group (p < 0.001), with an N-gain score reaching 75.53% (moderately effective). Thematic analysis of 31 students in the intervention group indicated that the game-based learning method could boost enthusiasm, competitiveness, and self-reflection, as well as provide an innovative learning experience. However, challenges were encountered during the study, including unstable internet access and limited time. Conclusion: The game-based learning method can significantly improve the academic performance of Generation Z students in teaching anatomy.
Keywords: Game-based learning, academic performance, Generation Z students, anatomy