Year: 2026
Type: article
Abstract: This study was initiated by the uneven learning motivation among junior high school students in Coding and Artificial Intelligence (CAI) subjects. The research aims to enhance students’ learning motivation through a project-based gamification strategy. The method employed was Classroom Action Research (CAR) based on the Kemmis and McTaggart model, conducted in two cycles with 31 students as subjects. The learning process implemented Project-Based Learning (PjBL) integrated with six gamification elements (clear goals, points, challenges, badges, feedback, and leaderboards) through a simple Scratch game development project. Data were collected using an adapted Motivated Strategies for Learning Questionnaire (MSLQ), observations, field notes, and documentation, and analyzed descriptively. The results showed an increase in students’ learning motivation, with the classical average rising from 3.06 (76.39%) in the pre-cycle to 3.24 (81.00%) in Cycle I and 3.38 (84.39%) in Cycle II, and all motivation aspects improving. Students reaching the minimum “High” criterion (score ≥ 3.00) increased from 51.61% (16 students) in the pre-cycle to 77.42% (24 students) in Cycle I, and reached the classical success target at 80.65% (25 students) in Cycle II. In Cycle II, a layered troubleshooting strategy using a Generative AI chatbot as a coding assistant, followed by peer feedback, appeared to support more persistent and independent problem-solving, although the gains were moderate and uneven across students, and self-regulation remained the lowest-scoring aspect (3.09). In conclusion, project-based gamification was accompanied by an increase in junior high school students’ learning motivation in CAI subjects.
Institution: Muhammadiyah University of Surakarta
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7223172644