Pengaruh Video Interaktif Edpuzzle Berorientasi Gamification terhadap Hasil Belajar Informatika: Studi Kuasi Eksperimen pada Materi Mail Merge di SMA

Abstract

Rendahnya hasil belajar Informatika di sekolah menengah menunjukkan perlunya inovasi pembelajaran yang tidak hanya menarik, tetapi juga mampu menghasilkan jejak belajar yang dapat dianalisis guru. Penelitian ini bertujuan menguji pengaruh media pembelajaran gamification berbasis Edpuzzle terhadap hasil belajar kognitif siswa pada materi mail merge kelas X SMA Negeri 4 Payakumbuh. Penelitian menggunakan pendekatan kuantitatif dengan desain kuasi eksperimen nonequivalent control group. Sampel terdiri atas 72 siswa, yaitu 36 siswa kelas eksperimen yang belajar menggunakan video interaktif Edpuzzle dan 36 siswa kelas kontrol yang belajar melalui media konvensional. Instrumen berupa tes objektif yang telah melalui uji validitas, reliabilitas, tingkat kesukaran, dan daya pembeda. Data dianalisis menggunakan statistik deskriptif, uji Shapiro-Wilk, uji Levene, independent sample t-test, dan Cohen’s d. Hasil menunjukkan bahwa rerata posttest kelas eksperimen mencapai 85,56, lebih tinggi daripada kelas kontrol sebesar 80,00. Data berdistribusi normal dan homogen. Uji t menunjukkan perbedaan signifikan antara kedua kelas, dan effect size sebesar 0,801 mengindikasikan pengaruh besar. Temuan ini menegaskan bahwa Edpuzzle dapat memperkuat keterlibatan kognitif melalui tantangan, umpan balik langsung, dan pemantauan aktivitas belajar. Penelitian ini merekomendasikan integrasi Edpuzzle dengan analitik pembelajaran dan desain adaptif sebagai arah pembelajaran Informatika yang lebih personal, terukur, dan berkelanjutan.

Low learning achievement in secondary-school Informatics indicates the need for instructional innovation that is engaging and able to generate analyzable learning traces for teachers. This study examined the effect of Edpuzzle-based gamification learning media on students’ cognitive learning outcomes in a mail merge topic for grade X students at SMA Negeri 4 Payakumbuh. A quantitative approach with a quasi-experimental nonequivalent control group design was employed. The sample comprised 72 students: 36 students in the experimental class learned through Edpuzzle interactive videos, while 36 students in the control class learned through conventional media. The instrument was an objective test that had been assessed for validity, reliability, item difficulty, and discrimination power. Data were analyzed using descriptive statistics, the Shapiro-Wilk test, Levene’s test, independent sample t-test, and Cohen’s d. The findings showed that the posttest mean of the experimental class reached 85.56, exceeding the control class mean of 80.00. The data were normally distributed and homogeneous. The t-test indicated a significant difference between the two classes, while an effect size of 0.801 indicated a large effect. These results suggest that Edpuzzle can strengthen cognitive engagement through challenges, immediate feedback, and learning activity monitoring. The study recommends integrating Edpuzzle with learning analytics and adaptive design to support more personalized, measurable, and sustainable Informatics learning.