Gamifikasi dalam Pembelajaran Akuntansi untuk Pemuda: Solusi Inovatif atau Sekadar Hiburan?

Sura Klaudia

Abstract


This study aims to analyze the effectiveness of gamification in accounting education for youth, particularly students aged 17–25. Gamification is a game-based learning strategy believed to enhance engagement and learning motivation. This research employs a descriptive quantitative approach by distributing questionnaires to 120 respondents who have participated in gamified accounting learning, such as using applications like Kahoot!, Quizizz, and game-based accounting simulations. The results show that 78% of respondents felt more motivated to learn accounting through the gamification approach. Additionally, 64% of respondents stated that their understanding of basic accounting concepts improved, while 60% found it easier to retain the learning material. On the other hand, around 25% of respondents tended to view gamification merely as entertainment, without paying attention to the substance of the material presented. These findings indicate that gamification has potential as an innovative and relevant learning method for the characteristics of today’s younger generation. However, its effectiveness largely depends on game design, content integration, and the teaching approach employed by educators. Therefore, an appropriate implementation strategy is necessary to ensure that gamification not only serves as a form of entertainment but also strengthens conceptual and practical understanding of accounting.

Keywords


Gamification, Accounting, Interactive Learning, Youth, Educational Technology

Full Text:

PDF

References


Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011).From game design elements to gamefulness: Defining “gamification.” Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, 9–15. https://doi.org/10.1145/2181037.2181040

Hamari, J., Koivisto, J., & Sarsa, H. (2014).Does gamification work? – A literature review of empirical studies on gamification. Proceedings of the 47th Hawaii International Conference on System Sciences (HICSS), 3025–3034. https://doi.org/10.1109/HICSS.2014.377

McDowall, T., & Jackling, B. (2010).Attitudes towards the accounting profession: An Australian perspective. Asian Review of Accounting, 18(1), 30–49. https://doi.org/10.1108/13217341011045999

Prensky, M. (2001).Digital game-based learning. McGraw-Hill.

Ryan, R. M., & Deci, E. L. (2000).Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68

Subhash, S., & Cudney, E. A. (2018).Gamified learning in higher education: A systematic review of the literature. Computers in Human Behavior, 87, 192–206. https://doi.org/10.1016/j.chb.2018.05.028

Tan, Y. Y., & Ong, D. L. T. (2019).Student engagement through gamification: Effects on motivation and academic performance. International Journal of Education and Development using ICT, 15(1), 42–60.

Vygotsky, L. S. (1978).Mind in society: The development of higher psychological processes. Harvard University Press.




DOI: https://doi.org/10.36600/rma.v16i1.448

Refbacks

  • There are currently no refbacks.