Tesis

Analisis Kebutuhan Gamifikasi dalam Student Centered Active Learning di Pendidikan Kedokteran pada Tahap Pre-Klinik = Needs Analysis of Gamification in Student-Centered Active Learning in the Pre-Clinical Stage of Undergraduate Medical EducationNeeds Analysis of Gamification in Student-Centered Active Learning in the Pre-Clinical Stage of Undergraduate Medical Education.

Latar belakang : Pendekatan student-centered active learning (SCAL) telah menjadi fondasi utama dalam pendidikan kedokteran modern karena kemampuannya meningkatkan engagement, pemikiran kritis, dan kesiapan profesional mahasiswa. Namun, implementasi SCAL pada tahap pre-klinik tidak selalu berjalan optimal. Berbagai tantangan muncul, termasuk tingginya beban kognitif, tekanan akademik, keterbatasan sumber daya, serta potensi dampak negatif terhadap wellbeing mahasiswa. Kondisi ini menuntut adanya strategi pendukung yang tidak hanya memperkuat efektivitas pembelajaran aktif, tetapi juga menjaga keberlanjutan motivasi dan wellbeing peserta didik. Gamifikasi dipandang sebagai pendekatan potensial, namun pemanfaatan dan pengembangannya dalam konteks pendidikan kedokteran Indonesia masih belum terpetakan secara komprehensif. Penelitian ini bertujuan untuk menganalisis kebutuhan pemanfaatan dan pengembangan gamifikasi dalam SCAL pada pendidikan kedokteran tahap preklinik dengan mempertimbangkan karakteristik mahasiswa serta kesiapan dosen dan institusi. Metode : Need analysis ini menggunakan desain kualitatif dengan pendekatan fenomenologi. Data dikumpulkan melalui focus group discussion (FGD) terhadap 43 orang mahasiswa pre-klinik dari empat wilayah AIPKI berbeda dan in-depth interview dengan enam orang dosen institusi pendidikan kedokteran dari enam wilayah AIPKI berbeda. Pengolahan data dilakukan dengan analisis tematik menggunakan pendekatan The Step for Coding and Theorization (SCAT) untuk mengidentifikasi pola, tantangan, serta kebutuhan strategis dalam integrasi gamifikasi ke dalam SCAL. Hasil dan Diskusi : Hasil penelitian didapatkan dua tema: (1) implementasi Student-Centered Active Learning (SCAL) dalam pendidikan kedokteran fase preklinik dengan subtema dampak SCAL, tantangan implementasi SCAL, peran dosen dalam SCAL, peran teknologi dalam SCAL, dan adaptasi mahasiswa dalam pembelajaran. (2) Implementasi gamifikasi dalam pendidikan kedokteran fase preklinik dengan subtema dampak gamifikasi, tantangan dalam implementasi gamifikasi, peran dosen dalam gamifikasi, pengembangan implementasi gamifikasi dalam SCAL, persiapan institusi dan dosen dalam implementasi gamifikasi. Temuan penelitian ini menunjukkan bahwa SCAL dipersepsikan sebagai modal pembelajaran yang penting, namun implementasinya menghadapi berbagai kendala, seperti kelelahan mental mahasiswa, ketidakseimbangan antara tuntutan akademik dan wellbeing, serta variasi kesiapan dosen dalam memfasilitasi pembelajaran aktif. Gamifikasi diidentifikasi sebagai pendekatan yang relevan untuk menjawab kesenjangan tersebut, khususnya dalam meningkatkan keterlibatan, motivasi belajar dan suasana pembelajaran yang lebih suportif. Temuan juga menegaskan bahwa pengembangan gamifikasi perlu disesuaikan dengan karakteristik mahasiswa pre-klinik. Hasil penelitian menekankan bahwa gamifikasi tidak diposisikan sebagai pengganti SCAL, melainkan sebagai strategi komplementer yang memperkuat kualitas implementasi pembelajaran aktif. Desain gamifikasi yang tidak selaras dengan tujuan pembelajaran justru berpotensi menimbulkan distorsi tujuan belajar dan beban tambahan bagi mahasiswa. Oleh karena itu, pengembangan gamifikasi perlu dilakukan secara terencana, kontekstual, dan berorientasi pada keberlanjutan. Simpulan dan Saran : kebutuhan pengembangan gamifikasi dalam SCAL bersifat multidimensional, mencakup aspek pedagogik, karakteristik mahasiswa, kesiapan dosen, serta dukungan institusional. Temuan ini diharapkan dapat menjadi landasan konseptual dan praktis bagi institusi pendidikan kedokteran dalam merancang pengalaman belajar pre-klinik yang efektif, adaptif dan berorientasi pada kesejahteraan mahasiswa.
Kata kunci : Student-Centered Active Learning (SCAL), Gamifikasi, Pendidikan kedokteran, pre-klinik


Background : Student-centered active learning (SCAL) has become a central foundation of modern medical education due to its ability to enhance student engagement, critical thinking, and professional readiness. However, the implementation of SCAL in the pre-clinical phase does not always proceed optimally. Various challenges have emerged, including high cognitive load, academic pressure, limited resources, and potential negative impacts on students’ well-being. These conditions necessitate supportive strategies that not only strengthen the effectiveness of active learning but also sustain learners’ motivation and well-being. Gamification has been proposed as a potential approach; however, its utilization and development within the context of Indonesian medical education remain insufficiently mapped. This study aimed to analyze the need for the utilization and development of gamification within SCAL in pre-clinical medical education, taking into account student characteristics as well as faculty and institutional readiness. Methods : This needs analysis employed a qualitative design using a phenomenological approach. Data were collected through focus group discussions (FGDs) involving 43 pre-clinical medical students from four different AIPKI regions and in-depth interviews with six faculty members from medical education institutions representing six different AIPKI regions. Data were analyzed thematically using the Steps for Coding and Theorization (SCAT) approach to identify patterns, challenges, and strategic needs related to the integration of gamification into SCAL. Results and Discussion : The analysis yielded two main themes: (1) the implementation of Student-Centered Active Learning (SCAL) in pre-clinical medical education, with subthemes including the impact of SCAL, challenges in SCAL implementation, the role of faculty in SCAL, the role of technology in SCAL, and student adaptation to learning; and (2) the implementation of gamification in pre-clinical medical education, with subthemes encompassing the impact of gamification, challenges in gamification implementation, the role of faculty in gamification, the development of gamification implementation within SCAL, and institutional and faculty preparation for gamification implementation. The findings indicate that SCAL is perceived as an essential foundation for active learning; however, its implementation faces several constraints, such as student mental fatigue, an imbalance between academic demands and well-being, and variations in faculty readiness to facilitate active learning. Gamification was identified as a relevant approach to addressing these gaps, particularly in enhancing engagement, learning motivation, and a more supportive learning environment. The findings further emphasize that gamification development should be aligned with the characteristics of pre-clinical students as digital natives, the collectivist cultural context, and institutional conditions, including policy support, technological readiness, and the role of faculty as key facilitators. The results underscore that gamification should not be positioned as a substitute for SCAL, but rather as a complementary strategy to strengthen the quality of active learning implementation. Gamification designs that are misaligned with learning objectives may instead lead to learning goal distortion and additional burdens for students. Therefore, gamification development should be conducted in a planned, contextual, and sustainability-oriented manner. Conclusion and Recommendations : The need for gamification development within SCAL is multidimensional, encompassing pedagogical aspects, student characteristics, faculty readiness, and institutional support. These findings are expected to serve as both a conceptual and practical foundation for medical education institutions in designing effective, adaptive, and student well-being– oriented pre-clinical learning experiences.
Keywords : Student-Centered Active Learning (SCAL); Gamification; Medical Education; Pre-clinical