Djava Dvipa Boardgame
Educational Media to Enhance Nusantara Insights
Keywords:
Joyfull Education, Play and Learn, Research and Development, Education
Abstract
The objective of this study is to create a gamified history learning tool that delves into students' comprehension of the grand kingdoms of the Nusantara, sparks their interest in learning, and encourages exploration of the cultural heritage of the Nusantara. The research employed the ADDIE development model as its methodology. The outcome of this investigation is the "Djava Dvipa," a thoughtfully crafted educational board game incorporating elements of the snake and ladder game. Hypothesis testing results indicate the effectiveness of the Djava Dvipa board game in enhancing the understanding of Nusantara's historical insight. The paired sample t-test analysis yielded a significance value (sig) of 0.000, which is below 0.05, signifying the acceptance of the alternative hypothesis (H1) and the rejection of the null hypothesis (H0). This study underscores the substantial contribution of the gamification approach, embodied in Djava Dvipa, towards elevating the Nusantara insight among students. The board game presents an intriguing alternative for history instruction that holds promise for integration into the landscape of history education in Indonesia.
References
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Reed, D. K., & Mercer, S. H. (2023). Potential scoring and predictive bias in interim and summative writing assessments. School Psychology, 38(4), 215–224. https://doi.org/10.1037/spq0000527
Rosa-Castillo, A., García-Pañella, O., Maestre-Gonzalez, E., Pulpón-Segura, A., Roselló-Novella, A., & Solà-Pola, M. (2022). Gamification on Instagram: Nursing students’ degree of satisfaction with and perception of learning in an educational game. Nurse Education Today, 118, 105533. https://doi.org/10.1016/j.nedt.2022.105533
Silpasuwanchai, C., Ma, X., Shigemasu, H., & Ren, X. (2016). Developing a Comprehensive Engagement Framework of Gamification for Reflective Learning. Proceedings of the 2016 ACM Conference on Designing Interactive Systems, 459–472. https://doi.org/10.1145/2901790.2901836
Smaldino, S. E., Russel, J., Heinich, R., & Molenda, M. (2004). Instructional Technology and Media for Learning, 8th Eds. Pearson.
Usmadi. (2020). Pengujian Prasyarat Analisis (Uji Homogenitas dan Uji Normalitas). Inovasi Pendidikan, 7(1), 50–62.
Ymran, F., Akeem, O., & Yi, S. (2017). Gamification Design in a History E-Learning Context. 2017 International Conference on Information, Communication and Engineering (ICICE), 270–273. https://doi.org/10.1109/ICICE.2017.8479194
Alvarez, M. M. (2023). The Arctic in the Light of the Great Geopolitical Theories. Geopolotoca, 14(2), 241–265. https://doi.org/10.5209/geop.89323
Atmaja, G. M. W., Arniati, I. A. K., & Pradana, G. Y. K. (2020). Bhineka Tunggal Ika as Source Politics and Identity of Indonesian Culture in The Formation of Law. Cultura, 17(1), 57–72. https://doi.org/10.3726/CUL012020.0004
Awgichew, S., & Ademe, E. (2022). History education for nation-building in Ethiopia, Germany, Rwanda, South Africa, Switzerland, and USA: A comparative analysis. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2022.2113210
Cherubini, L. (2020). Education in the Post-Pandemic Era: Indigenous Children and Youth. International Indigenous Policy Journal, 11(3), 1–11. https://doi.org/10.18584/iipj.2020.11.3.10679
Clark, A. (2016). Private Lives, Public History: Navigating Historical Consciousness in Australia. History Compass, 14(1), 1–8. https://doi.org/10.1111/hic3.12296
Creswell, J. W. (2012). Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research 4th Edition. Pearson.
Grek, S., & Landri, P. (2021). Editorial: Education in Europe and the COVID-19 Pandemic. European Educational Research Journal, 20(4), 393–402. https://doi.org/10.1177/14749041211024781
Kapp, K. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. San Francisco, CA: Pfeiffer.
Keynes, M., & Marsden, B. (2021). Ontology, sovereignty, legitimacy: two key moments when history curriculum was challenged in public discourse and the curricular effects, Australia 1950s and 2000s. History of Education Review, 50(2), 130–145. https://doi.org/10.1108/HER-07-2020-0043
Kim, J. T., & Lee, W.-H. (2015). Dynamical model for gamification of learning (DMGL). Multimedia Tools and Applications, 74(19), 8483–8493. https://doi.org/10.1007/s11042-013-1612-8
Krause, O. (2023). Mackinder’s “heartland” – legitimation of US foreign policy in World War II and the Cold War of the 1950s. Geographica Helvetica, 78(1), 183–197. https://doi.org/10.5194/gh-78-183-2023
Kummanee, J., Nilsook, P., Piriyasurawong, P., & Wannapiroon, P. (2020). STEAM Gamification Learning Model to Enhance Vocational Students’ Creativity and Innovation Skills (pp. 692–703). https://doi.org/10.1007/978-3-030-40271-6_68
Lampropoulos, G., Keramopoulos, E., Diamantaras, K., & Evangelidis, G. (2022). Augmented Reality and Virtual Reality in Education: Public Perspectives, Sentiments, Attitudes, and Discourses. Education Sciences, 12(11), 798. https://doi.org/10.3390/educsci12110798
Lazuardi, D., Santoso, B., & Putranto, A. (2023). Utilization of the Homo Wajakensis Site and Regional Museum Tulungagung as a History Learning Media. Indonesian Journal of History Education, 8(2), 143–164. https://doi.org/10.15294/ijhe.v8i2.72145
Lim, T., Louchart, S., Suttie, N., Baalsrud Hauge, J., Earp, J., Ott, M., Arnab, S., Brown, D., Stanescu, I. A., Bellotti, F., & Carvalho, M. (2015). Serious Game Mechanics, Workshop on the Ludo-Pedagogical Mechanism (pp. 174–183). https://doi.org/10.1007/978-3-319-22960-7_17
Luangrungruang, T., & Kokaew, U. (2022). E-Learning Model to Identify the Learning Styles of Hearing-Impaired Students. Sustainability, 14(20), 13280. https://doi.org/10.3390/su142013280
Mairc, J. (2020). 5Es → 4Cs 21 st century skills learning. 2020 International Conference on Cyber Situational Awareness, Data Analytics and Assessment (CyberSA), 1–7. https://doi.org/10.1109/CyberSA49311.2020.9139611
Marisa, F., Akhriza, T. M., Maukar, A. L., Wardhani, A. R., Iriananda, S. W., & Andarwati, M. (2020). Gamifikasi (Gamification) Konsep dan Penerapan. JOINTECS (Journal of Information Technology and Computer Science), 5(3), 219. https://doi.org/10.31328/jointecs.v5i3.1490
McCrossan, P., Nicholson, A., & McCallion, N. (2022). Minimum accepted competency examination: test item analysis. BMC Medical Education, 22(1), 400. https://doi.org/10.1186/s12909-022-03475-8
Muhibat, S. F. (2017). Indonesia’s New Ocean Policy: Analysing the External Dimension. Maritime Affairs: Journal of the National Maritime Foundation of India, 13(2), 50–61. https://doi.org/10.1080/09733159.2017.1410936
Munif, A. H., Iswendi, & Bayharti. (2019). The development of instructional media chemo-edutainment (CET) based chemistry ludo game on atomic structure topic for 10 th grade senior high school students. Journal of Physics: Conference Series, 1317(1), 012150. https://doi.org/10.1088/1742-6596/1317/1/012150
Plagemann, J., Datta, S., & Chu, S. (2021). The paradox of competing connectivity strategies in Asia. Third World Quarterly, 42(10), 2265–2281. https://doi.org/10.1080/01436597.2021.1941846
Purwanta, H. (2018). The representation of colonial discourse in Indonesian secondary education history textbooks during and after the New Order (1975–2013). History of Education, 47(3), 349–361. https://doi.org/10.1080/0046760X.2017.1384855
Reed, D. K., & Mercer, S. H. (2023). Potential scoring and predictive bias in interim and summative writing assessments. School Psychology, 38(4), 215–224. https://doi.org/10.1037/spq0000527
Rosa-Castillo, A., García-Pañella, O., Maestre-Gonzalez, E., Pulpón-Segura, A., Roselló-Novella, A., & Solà-Pola, M. (2022). Gamification on Instagram: Nursing students’ degree of satisfaction with and perception of learning in an educational game. Nurse Education Today, 118, 105533. https://doi.org/10.1016/j.nedt.2022.105533
Silpasuwanchai, C., Ma, X., Shigemasu, H., & Ren, X. (2016). Developing a Comprehensive Engagement Framework of Gamification for Reflective Learning. Proceedings of the 2016 ACM Conference on Designing Interactive Systems, 459–472. https://doi.org/10.1145/2901790.2901836
Smaldino, S. E., Russel, J., Heinich, R., & Molenda, M. (2004). Instructional Technology and Media for Learning, 8th Eds. Pearson.
Usmadi. (2020). Pengujian Prasyarat Analisis (Uji Homogenitas dan Uji Normalitas). Inovasi Pendidikan, 7(1), 50–62.
Ymran, F., Akeem, O., & Yi, S. (2017). Gamification Design in a History E-Learning Context. 2017 International Conference on Information, Communication and Engineering (ICICE), 270–273. https://doi.org/10.1109/ICICE.2017.8479194
Published
2024-03-15
How to Cite
Nugroho, L. (2024). Djava Dvipa Boardgame. Indonesian Journal of History Education, 9(1), 1-16. https://doi.org/10.15294/ijhe.v9i1.76940
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Articles
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