Edu-Tok: Strategi Microlearning dan Gamifikasi pada TikTok dan YouTube Shorts untuk Meningkatkan Motivasi dan Retensi Teori Desain
DOI:
https://doi.org/10.36456/8vxgt891Keywords:
microlearning, gamification, social media, learning motivation, design theory retentionAbstract
Pembelajaran teori desain pada pendidikan vokasional menghadapi tantangan terkait motivasi dan retensi belajar siswa. Penelitian ini mengkaji Edu-Tok, yaitu strategi yang memadukan microlearning dan gamifikasi melalui TikTok dan YouTube Shorts. Penelitian menggunakan desain kuasi-eksperimen pretest-posttest control group yang melibatkan 60 siswa Program Desain Komunikasi Visual di SMK Negeri 1 Mojokerto. Intervensi menggunakan sepuluh video pembelajaran berdurasi 60 detik selama dua minggu yang disertai tugas interaktif. Motivasi diukur menggunakan kuesioner berbasis ARCS, sedangkan retensi diukur melalui tes pilihan ganda 20 butir. Pada kelompok eksperimen, rerata motivasi meningkat dari 68,2 menjadi 87,2 (27,8%), sedangkan rerata retensi meningkat dari 64,5 menjadi 79,1 (22,6%). Nilai p yang dilaporkan adalah < 0,001 untuk motivasi dan 0,001 untuk retensi, sedangkan kelompok kontrol menunjukkan perubahan yang lebih kecil. Temuan ini menunjukkan bahwa integrasi video pembelajaran singkat dan aktivitas gamifikasi berpotensi mendukung motivasi dan retensi belajar teori desain pada pendidikan vokasional.
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