Hibridasi gamifikasi non-digital dan modifikasi permainan untuk meningkatkan kompetensi pedagogis guru PJOK sekolah dasar
Keywords:
gamifikasi non-digital, modifikasi permainan; pendidikan jasmani bermakna; teori determinasi diri; pengembangan profesional guruAbstract
Pendidikan Jasmani, Olahraga, dan Kesehatan (PJOK) di sekolah dasar kerap menghadapi rendahnya motivasi dan partisipasi aktif peserta didik akibat dominasi metode konvensional yang kaku dan berorientasi prestasi. Pengabdian kepada masyarakat ini mengevaluasi dampak workshop terstruktur 16 Jam Pelajaran (JP) bertajuk “Level Up Guru PJOK: Kelas Aktif, Fun, dan Bermakna dengan Gamifikasi & Modifikasi Permainan” bagi Kelompok Kerja Guru (KKG) PJOK Kecamatan Jatiasih, Bekasi, Jawa Barat. Intervensi mengatasi kesenjangan (GAP) metodologis melalui hibridasi low-tech gamification dan modifikasi permainan berbasis hambatan yang diselaraskan dengan kerangka Meaningful Physical Education (MPE) dan Self-Determination Theory (SDT). Menggunakan desain kuasi-eksperimen satu kelompok pra–pascates pada 35 guru, kompetensi pedagogis diukur melalui rubrik portofolio modul ajar dan skala self-efficacy tervalidasi. Uji-t berpasangan menunjukkan peningkatan signifikan pada keempat domain kompetensi (p < 0,001), tertinggi pada desain gamifikasi non-digital (+98,12%). Secara kualitatif, guru berhasil menyusun model pembelajaran inklusif KASVOL (Kasti-Voli) bernuansa gamifikasi fisik.
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