Efektivitas Model Gamified Cybergogy untuk meningkatkan Problem Solving Skill Mahasiswa Generasi Z di PTIK UNM

Abstract

This study investigates the effectiveness of the Gamified Cybergogy model in improving the problem-solving skills of Generation Z students in the PTIK program at UNM in the Multimedia Learning course. A quantitative approach with a quasi-experimental design was employed, as the research aimed to examine the impact of the Gamified Cybergogy model on students’ problem-solving skills, and the naturally formed class groups at PTIK UNM did not allow for random assignment (non-randomized). Data were analyzed using descriptive analysis, the Independent Sample t-Test, and the Mann–Whitney U-Test. The findings indicate that both groups were initially equivalent, as shown by the absence of significant differences in the pretest scores, with mean scores of 58.40 and 56.86, respectively. After the intervention, the experimental group showed an increase of 24.34 points (58.40 → 82.74), while the control group improved by only 15.45 points (56.86 → 72.31). The N-Gain score of the experimental group was 0.60 (high category), which was higher than that of the control group at 0.35 (medium category). These results demonstrate that the improvement in problem-solving skills was significantly higher in the experimental class. Moreover, students in the experimental group showed strong enthusiasm toward engagement, collaboration, challenge completion, and the use of gamification features. Therefore, it can be concluded that the Gamified Cybergogy model is more effective than conventional instruction.