Formative Gamification is a formative activity that is assisted by games.
Archipelago Educators Meeting XIII
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Formative Gamification
Class type
[custom_field field="Type_clas"]
Curation status
[custom_field field="status_curation"]
Summary
Good practice elaboration
Formative Gamification
Firmansyah | Pondok Bambu Elementary School 06
Early
Formative assessment during learning which can be used to reflect on the entire learning process carried out. If the results are as expected then the teacher can continue the learning activities on the next learning objective, but when the learning objectives have not been achieved, then the teacher can strengthen students to complete the existing learning objectives first. To get Formative assessment results, of course teachers need tools to carry it out. So far, I only give questions, either written or orally, in carrying out this activity to test students' achievement in learning. This has an impact on the learning motivation of students who feel bored. Therefore, It is necessary to have other formative activities that students can enjoy.
CHALLENGE
First, The learning objectives created are expected to be achieved by all students. The students we have certainly have a diversity of characters and their own learning styles. Second, Sometimes teachers create and test students' achievement of learning objectives only limited to questions in written or oral form. This results in a lack of a holistic level of assessment for each student and assumes that each student has achieved the expected learning goals.
ACTION
First, I carry out an initial formative assessment of learning to discover the learning characteristics of each student. Furthermore, from initial formative results, I grouped the students into groups with a diversity of characters. Second, prepare formative activities to test the success of each student's achievement using modifications to traditional games. I called this activity Gampe UTE. Gampe UTE is an abbreviation for Educational Snakes and Ladders Learning Gamification. In preparing it, I made a snake and ladder design by having boxes with regular colors to make it easier for the teacher to provide questions that would be completed by each group. The design I made is as follows:
Color description:
White: indicates the start box and the end box, here there are no questions.
Red: tag questions with categories high.
Yellow: tag questions with categories medium.
Green: tag questions with categories low.
Yellow: mark questions with categories super low.
I made this design in shape banner with dimensions of 2m x 2m, This is done so that activities can be carried out both inside and outside the classroom. Apart from the printed banner, I made dice from used cardboard which were modified to gamify this learning. Third, The most important thing in gamification of learning is creating questions that can test the achievement of learning objectives. I made four types of questions in the high category, medium, low, and super low according to the color of the box available in banner. These questions are made in the form of question cards according to the existing colors. An example of a question card is in the following image.
Fourth, while learning takes place, I did this formative with Gampe UTE to test the achievement of each student's learning objectives. Students who had previously been grouped immediately played this activity. Each group is divided into their respective tasks, some become the leader as the director of Steps, There is a secretary who will record the questions first, some are dice throwers, Then what is no less interesting is that there are students who become models to walk in each box. To start this game, The dice thrower must get a number 6 first so that the model can enter the white number box 1. After that the model runs according to the numbers obtained by the dice thrower, when the dice thrower gets a number 3, then the friend who has the task of directing the model gives instructions to the model to walk as far 3 steps. The final step the teacher looks at the green box and the number 4 Then the teacher gives question cards to the secretary and question answerer to write the questions first. Next, students roll the dice again until the model finally reaches the line finish. Then, All groups gather with their respective groups to answer the questions their groups get.
LESSON
From the Formative Gamification process done, I got satisfactory formative results, namely achieving one learning objective. In this way I can continue learning with the aim of further learning. This happens because in each group there is cooperation between friends to solve the existing problems, and also students get their respective tasks and roles according to the character of each student so that each student has the opportunity to fulfill his happiness in learning. Apart from that, each student can understand the differences in character possessed by his friends in the same group, so in this activity we can also achieve the character profile of Pancasila students as stated in the creation of the teaching module..
Curator Note
[custom_field field="Note_kurator"]
Formative Gamification
Class type
[custom_field field="Type_clas"]
Curation status
[custom_field field="status_curation"]
Summary
Formative Gamification is a formative activity that is assisted by games.
Good practice elaboration
Formative Gamification
Firmansyah | Pondok Bambu Elementary School 06
Early
Formative assessment during learning which can be used to reflect on the entire learning process carried out. If the results are as expected then the teacher can continue the learning activities on the next learning objective, but when the learning objectives have not been achieved, then the teacher can strengthen students to complete the existing learning objectives first. To get Formative assessment results, of course teachers need tools to carry it out. So far, I only give questions, either written or orally, in carrying out this activity to test students' achievement in learning. This has an impact on the learning motivation of students who feel bored. Therefore, It is necessary to have other formative activities that students can enjoy.
CHALLENGE
First, The learning objectives created are expected to be achieved by all students. The students we have certainly have a diversity of characters and their own learning styles. Second, Sometimes teachers create and test students' achievement of learning objectives only limited to questions in written or oral form. This results in a lack of a holistic level of assessment for each student and assumes that each student has achieved the expected learning goals.
ACTION
First, I carry out an initial formative assessment of learning to discover the learning characteristics of each student. Furthermore, from initial formative results, I grouped the students into groups with a diversity of characters. Second, prepare formative activities to test the success of each student's achievement using modifications to traditional games. I called this activity Gampe UTE. Gampe UTE is an abbreviation for Educational Snakes and Ladders Learning Gamification. In preparing it, I made a snake and ladder design by having boxes with regular colors to make it easier for the teacher to provide questions that would be completed by each group. The design I made is as follows:
Color description:
White: indicates the start box and the end box, here there are no questions.
Red: tag questions with categories high.
Yellow: tag questions with categories medium.
Green: tag questions with categories low.
Yellow: mark questions with categories super low.
I made this design in shape banner with dimensions of 2m x 2m, This is done so that activities can be carried out both inside and outside the classroom. Apart from the printed banner, I made dice from used cardboard which were modified to gamify this learning. Third, The most important thing in gamification of learning is creating questions that can test the achievement of learning objectives. I made four types of questions in the high category, medium, low, and super low according to the color of the box available in banner. These questions are made in the form of question cards according to the existing colors. An example of a question card is in the following image.
Fourth, while learning takes place, I did this formative with Gampe UTE to test the achievement of each student's learning objectives. Students who had previously been grouped immediately played this activity. Each group is divided into their respective tasks, some become the leader as the director of Steps, There is a secretary who will record the questions first, some are dice throwers, Then what is no less interesting is that there are students who become models to walk in each box. To start this game, The dice thrower must get a number 6 first so that the model can enter the white number box 1. After that the model runs according to the numbers obtained by the dice thrower, when the dice thrower gets a number 3, then the friend who has the task of directing the model gives instructions to the model to walk as far 3 steps. The final step the teacher looks at the green box and the number 4 Then the teacher gives question cards to the secretary and question answerer to write the questions first. Next, students roll the dice again until the model finally reaches the line finish. Then, All groups gather with their respective groups to answer the questions their groups get.
LESSON
From the Formative Gamification process done, I got satisfactory formative results, namely achieving one learning objective. In this way I can continue learning with the aim of further learning. This happens because in each group there is cooperation between friends to solve the existing problems, and also students get their respective tasks and roles according to the character of each student so that each student has the opportunity to fulfill his happiness in learning. Apart from that, each student can understand the differences in character possessed by his friends in the same group, so in this activity we can also achieve the character profile of Pancasila students as stated in the creation of the teaching module..
Curator Note
[custom_field field="Note_kurator"]
Formative Gamification
Good practice before revised
[Revision_teru]
Good practice elaboration
Formative Gamification
Firmansyah | Pondok Bambu Elementary School 06
Early
Formative assessment during learning which can be used to reflect on the entire learning process carried out. If the results are as expected then the teacher can continue the learning activities on the next learning objective, but when the learning objectives have not been achieved, then the teacher can strengthen students to complete the existing learning objectives first. To get Formative assessment results, of course teachers need tools to carry it out. So far, I only give questions, either written or orally, in carrying out this activity to test students' achievement in learning. This has an impact on the learning motivation of students who feel bored. Therefore, It is necessary to have other formative activities that students can enjoy.
CHALLENGE
First, The learning objectives created are expected to be achieved by all students. The students we have certainly have a diversity of characters and their own learning styles. Second, Sometimes teachers create and test students' achievement of learning objectives only limited to questions in written or oral form. This results in a lack of a holistic level of assessment for each student and assumes that each student has achieved the expected learning goals.
ACTION
First, I carry out an initial formative assessment of learning to discover the learning characteristics of each student. Furthermore, from initial formative results, I grouped the students into groups with a diversity of characters. Second, prepare formative activities to test the success of each student's achievement using modifications to traditional games. I called this activity Gampe UTE. Gampe UTE is an abbreviation for Educational Snakes and Ladders Learning Gamification. In preparing it, I made a snake and ladder design by having boxes with regular colors to make it easier for the teacher to provide questions that would be completed by each group. The design I made is as follows:
Color description:
White: indicates the start box and the end box, here there are no questions.
Red: tag questions with categories high.
Yellow: tag questions with categories medium.
Green: tag questions with categories low.
Yellow: mark questions with categories super low.
I made this design in shape banner with dimensions of 2m x 2m, This is done so that activities can be carried out both inside and outside the classroom. Apart from the printed banner, I made dice from used cardboard which were modified to gamify this learning. Third, The most important thing in gamification of learning is creating questions that can test the achievement of learning objectives. I made four types of questions in the high category, medium, low, and super low according to the color of the box available in banner. These questions are made in the form of question cards according to the existing colors. An example of a question card is in the following image.
Fourth, while learning takes place, I did this formative with Gampe UTE to test the achievement of each student's learning objectives. Students who had previously been grouped immediately played this activity. Each group is divided into their respective tasks, some become the leader as the director of Steps, There is a secretary who will record the questions first, some are dice throwers, Then what is no less interesting is that there are students who become models to walk in each box. To start this game, The dice thrower must get a number 6 first so that the model can enter the white number box 1. After that the model runs according to the numbers obtained by the dice thrower, when the dice thrower gets a number 3, then the friend who has the task of directing the model gives instructions to the model to walk as far 3 steps. The final step the teacher looks at the green box and the number 4 Then the teacher gives question cards to the secretary and question answerer to write the questions first. Next, students roll the dice again until the model finally reaches the line finish. Then, All groups gather with their respective groups to answer the questions their groups get.
LESSON
From the Formative Gamification process done, I got satisfactory formative results, namely achieving one learning objective. In this way I can continue learning with the aim of further learning. This happens because in each group there is cooperation between friends to solve the existing problems, and also students get their respective tasks and roles according to the character of each student so that each student has the opportunity to fulfill his happiness in learning. Apart from that, each student can understand the differences in character possessed by his friends in the same group, so in this activity we can also achieve the character profile of Pancasila students as stated in the creation of the teaching module..