MENINGKATKAN MOTIVASI BELAJAR MELALUI GAMIFIKASI MISI BERTAHAP PADA PEMBELAJARAN KARYA TULIS ILMIAH

Abstract

Scientific writing instruction in Grade XI at SMA Muhammadiyah 1 Rambipuji faces the problem of low student learning motivation. This condition is indicated by students’ lack of enthusiasm, attention, active participation, and persistence in participating in learning activities and completing scientific writing assignments. This study focuses on improving students’ learning motivation through the implementation of a gamification-based staged mission strategy in scientific writing instruction. The study employed Classroom Action Research (CAR), conducted during the 2026/2027 academic year with 18 Grade XI students (5 male, 13 female) as participants, over two cycles from May 4 to May 15, 2026. Each cycle consisted of four stages: planning, action implementation, observation, and reflection. Data were collected through observation and student learning motivation questionnaires. The data were analyzed descriptively by comparing the percentages of students’ learning motivation at the pre-cycle, Cycle I, and Cycle II stages. The results showed an increase in students’ learning motivation following the implementation of the gamification-based staged mission strategy. The average level of students’ learning motivation increased from 52% in the pre-cycle to 68% in Cycle I and 84% in Cycle II. The improvement was observed across four indicators: persistence in completing assignments, attention during learning activities, active participation in learning, and interest in scientific writing instruction. These findings indicate that the implementation of a gamification-based staged mission strategy can improve students’ learning motivation in scientific writing instruction. This strategy can serve as an alternative instructional approach by providing gradual learning targets and encouraging student engagement throughout the scientific writing process.