Optimalisasi Evaluasi Pembelajaran Melalui CBT Berbasis Gamifikasi untuk Meningkatkan Motivasi dan Kesiapan Belajar Siswa
DOI:
https://doi.org/10.31849/qc6rq747Keywords:
Computer Based Test (CBT), Gamifikasi, Pretest, Motivasi Belajar, Pengabdian kepada MasyarakatAbstract
Digital transformation in educational assessment has become a strategic necessity, yet its implementation is often constrained by operational and pedagogical challenges. At Madrasah Aliyah Negeri (MAN) 4 Pekanbaru paper-based evaluations were characterized by low efficiency, limited feedback, and reduced student motivation. This community service program aimed to design, implement, and evaluate a holistic Computer-Based Test (CBT) system integrated with pretest features and gamification elements to enhance students’ motivation, engagement, and readiness for digital assessments. The program employed a Service Learning (SL) approach, involving participatory collaboration between lecturers, university students, and the school community. Implementation stages included needs assessment, system design and development, socialization and training for teachers and students, and full-scale deployment of the CBT platform. The impact of the intervention was measured using a pre-test and post-test design with structured questionnaires analyzed quantitatively. The results indicate that the CBT system was successfully implemented and positively received by users. Post-test analysis involving 26 student respondents showed a significant improvement in understanding and readiness, with an average positive acceptance rate of 93.96%. Statistical validity was confirmed by a Coefficient of Reproducibility (CR) of 0.94 and a Coefficient of Scalability (CS) of 0.94. Furthermore, 100% of students recognized the diagnostic function of pretests, 96.15% felt comfortable using CBT, 88.46% reported increased motivation due to gamification, and 80.77% experienced reduced test anxiety. These findings demonstrate that integrating CBT, pretests, and gamification effectively modernizes school assessment systems and offers a replicable model for similar institutions.
References
Alfarras, J., Altafia, N., & Robbani, H. (2022). Pengaruh Computer Based Test terhadap Efektivitas Waktu. Inov. Kurikulum, 19(1), 87–98. https://doi.org/10.17509/jik.v19i1.41317
Ammersdörfer, T., Tartler, D., Kauffeld, S., & Inkerman, D. (2022). Reflection canvas – an approach to structure reflection activities in engineering design. In How product and manufacturing design enable sustainable companies and societies (p. 12). The Design Society. https://doi.org/10.35199/norddesign2022.29
Astuti, P., Khairiyah, Y. N., & Najwa, W. A. (2024). EFEKTIVITAS ASSESMENT DIAGNOSTIK TERHADAP HASIL BELAJAR PESERTA DIDIK KELAS 2 SDI BAHRUL ULUM. Jpk, 5(2), 42–55. https://doi.org/10.62426/jpk.v5i2.40
Baltierra, S., Valdés, Y., & Morales, J. (2023). From the classroom to the community: In search of the integration of service-learning with software engineering. In 2023 IEEE CHILEAN Conference on Electrical, Electronics Engineering, Information and Communication Technologies (CHILECON). IEEE. https://doi.org/10.1109/chilecon60335.2023.10418748
Bhatia, R., Kour, J., & Attri, D. (2025). Integrating gamification into remote learning. In Revolutionizing Education With Remote Experimentation and Learning Analytics (pp. 245–262). IGI Global. https://doi.org/10.4018/979-8-3693-8593-7.ch014
Buana, I. A., Yunus, M., & Suratman, S. (2024). Implementasi Sistem Computer-Based Test (CBT) Dalam Pengelolaan Ujian di MAN Insan Cendekia Paser. JTIKBorneo, 5(2), 219–228. https://doi.org/10.21093/jtikborneo.v5i2.7822
Bukidz, D. P. (2023). PENERAPAN SERVICE LEARNING DENGAN METODE HYBRID UNTUK MENGEMBANGKAN MOTIVASI KEGIATAN PEMBELAJARAN. PKM & CSR, 6(3), 1–7. https://doi.org/10.19166/jspc.v6i3.6146
Rahmasari, F., Ningsih, S. M., & Samsinar. (2025). Analisis Urgensi Tes Diagnostik Belajar pada Pendidikan. Indo-MathEdu Intellectuals Journal, 6(3), 4062–4071. https://doi.org/10.54373/imeij.v6i3.3132
Rahmi, I., Rimenda, T., & Ariyanti, T. D. (2025). Gamification as an alternative to increase students’ motivation: a scoping review. J. Educ. Learn. (EduLearn), 19(2), 1125–1133. https://doi.org/10.11591/edulearn.v19i2.21771
Schoormann, T., Stadtländer, M., & Knackstedt, R. (2023). Act and reflect: Integrating reflection into design thinking. J. Manag. Inf. Syst., 40(1), 7–37. https://doi.org/10.1080/07421222.2023.2172773
Supianto, S., Marmoah, S., Indrastoeti Siti Poerwanti, J., Istiyati, S., Mahfud, H., & Sukarno, S. (2024). Comparative study of technology utilization in national examinations in Malaysia and Indonesia. JETL (J. Educ. Teach. Learn.), 9(1), 99. https://doi.org/10.26737/jetl.v9i1.4697
Suryanto, A., Diana, R., NurHastuti, R. F., Fitriyah, A., Sulistyaningrum, D. E., Yuwono, A., Sunarso, S., Mirlana, D. E., Rahayuningsih, T., & Jibril, A. O. (2025). Cross-disciplinary synergy: The collaborative role of lecturers in PKM for optimizing the Tri Dharma. Kegiatan Positif, 3(2), 62–69. https://doi.org/10.61132/kegiatanpositif.v3i2.1980
Tanaiutchawoot, N. (2022). A model for implementing the service-learning method through collaboration with three institutions: the university, the science park, and community enterprise. In How product and manufacturing design enable sustainable companies and societies (p. 11). The Design Society. https://doi.org/10.35199/norddesign2022.3
Torres Merlo, O. X., Cuarán Guerrero, M. S., & Pantoja Burbano, M. J. (2024). Transformación del aprendizaje en la era digital. Dilemas Contemp.: Educ. Política Valores. https://doi.org/10.46377/dilemas.v12i.4461
Zeroual, L. (2025). Gamification of learning to boost students’ motivation and study engagement. In Advances in Web Technologies and Engineering (pp. 349–364). IGI Global. https://doi.org/10.4018/979-8-3693-2973-3.ch013
