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Journal of Educational Sciences Vol. 7 No. 4 (Oct, 2023) 609-621
Journal of Educational Sciences
Journal homepage: https://jes.ejournal.unri.ac.id/index.php/JES
The Potential of Electronic-Games In Harmonizing
Differentiated Learning for Alpha Generation
Zakirman*, Widiasih, Dodi Sukmayadi, Rika Aprianti, Khoirotun Nadiyyah
Faculty of Teacher Training and Education, Terbuka University, 15437, Banten-Indonesia
ARTICLE INFO
A B S T R A C T
Article history:
Received: 02 Sept 2023
Revised: 19 Sept 2023
Accepted: 24 Sept 2023
Published online: 24 Oct 2023
The challenge of using rapid technology occurs in alpha
generation learning activities, giving rise to differentiated
learning. The variety of student learning styles is one of the
benchmarks in differentiated learning so that supporting
learning media in the form of electronic-games is needed.
This study aims to describe the potential of electronic-
games in harmonizing differentiated learning for generation
alpha. This type of research is descriptive qualitative. Data
collection techniques using questionnaires. The
questionnaire was distributed online to respondents who
were students of SMP Subulussalam Kota Padang
Pariaman. The use of electronic-games in learning
activities is one manifestation of differentiated learning.
Differentiated learning views students differently and
dynamically, where teachers see learning with various
points of view. Novelty: Important contributions from the
results of this research claim that the use of electronic
games can support differentiated learning for the alpha
generation.
Keywords:
Alpha-Generation;
Differentiated Learning;
Education Technology;
Electronic-Game
1. Introduction
Learning is a lifelong process. Through learning activities there is a change in
personality that expresses itself as a new pattern rather than a reaction in the form
of skills, attitudes, habits, intelligence, or understanding (Makki & Aflahah,
2019). Learning can also be interpreted as all psychic activities carried out by
each individual so that their behavior is different between before and after
learning. Changes in behavior or responses, due to new experiences, having
intelligence or knowledge after learning, and practicing activities (Wardana &
Djamaluddin, 2021; Z. Zakirman et al., 2022).
Student learning styles are influenced by various factors including internal and
external factors. Internal factors are factors contained in the individual himself.
This internal factor is related to the physiological and psychological elements of
Corresponding author.
E-mail: Zakirman.official@ecampus.ut.ac.id Doi: https://doi.org/10.31258/jes.7.4.p.609-621
P-ISSN
2581-1657
E-ISSN
2581-2203
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the student. The physiological elements of students are in the form of general
physiological conditions and sensory conditions. While elements of psychology in
the form of interest, intelligence, talent, motivation, and cognitive abilities.
External factors are factors that come from outside students, external factors are
grouped into three, namely family factors, school factors and community factors
(Faizah, 2020). In general, unique and diverse student learning styles are also
influenced by differences in the learning speed of each student and differences in
student interests and talents.
In conventional learning activities, teachers tend to equate the treatment of student
learning styles so that they are not sensitive to differences in individual learning
styles. This encourages the emergence of differentiated learning in the
independent learning curriculum. Freedom of learning means freeing students
from various things that confine their creativity and imagination. However,
staying within the regulatory corridor is not directionless. Learning freedom
focuses on appreciation of the uniqueness and distinctiveness of each individual
(Budiningsih, 2010).
Differentiated learning is a learning activity that creates diversity in the classroom
based on students' interests and talents and varied learning styles. Differentiated
learning facilitates all the differences that students have openly with the needs that
will be achieved by students. Differentiation learning provides guidance that is in
harmony with the nature of human development that instills the concept of
example in the various characteristics of these students (Purwowidodo & Zaini,
2023). Differentiated learning is a teaching and learning process where students
can learn subject matter according to their abilities, what they like, and their
respective needs so that they are not frustrated and feel failed in their learning
experience (Marzoan, 2023).
Various factors cause the unmet learning needs of diverse students, namely
learning resources that have not been supported and teacher human resources that
are not yet qualified. For example, when students access subject matter with their
learning styles both audio, visual and kinesthetic as well as their learning
preferences both individually and in groups, teachers need to facilitate so that
students can learn optimally (Basra, 2023). Students with visual learning styles
will be better at learning in the form of pictures while students with audio learning
will prefer to learn with material in the form of audio. With regard to the learning
style of each student is different, then as a teacher should know the learning style
of his students, so that they can choose and use learning methods that are suitable
and liked by their students (Rodkroh et al., 2013; Sundayana, 2018).
Previous research conducted by Rijal, et al (2015) showed that there is a positive
relationship between learning styles, independence and student learning outcomes
(Rijal & Bachtiar, 2015). Research conducted by Widayanti (2013) states that the
identification of student learning styles shows a significant influence on learning
outcomes (Widayanti, 2013). In addition, research conducted by Cholifah (2018)
shows that knowing learning styles is very useful for teachers for the learning
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process in the classroom, namely to recognize the character of student learning
styles and can be used as the right media selection for students (Cholifah, 2018).
Differentiated learning can be integrated with several other learning methods that
are tailored to student learning styles (Gusteti & Neviyarni, 2022) One of them
uses educational games in the form of electronic-game media. Electronic games
are educational games in the form of game applications / games that have been
specifically designed to help in the learning process (Dorneles et al., 2015; Yu et
al., 2020). By using e-games we can provide stimulus to three important parts of
learning: emotional, intellectual and psychomotor (Meimaharani & Listyorini,
2015). Through electronic game making the material displayed more interesting
and accompanied by clear illustrations so that it is easier to imagine and
understand the material, related to the integration of entertainment content in
games can create a fun learning climate without compromising the material that
students must learn (Pratama et al., 2019).
Based on data obtained by Kompas, 14% of teenagers who are middle and high
school students in the capital alone experience addiction to playing games. In line
with data obtained from previous studies, it shows that in Indonesia 10.5% of
adolescents in four cities in Indonesia (Manado, Medan, Pontianak, and
Yogyakarta) are declared to have experienced online game addiction(Habsy,
2017). Games are activities that take place within a certain time and space, in the
order of play, according to freely applicable rules, and outside the scope of
material needs or needs. The game is one of excitement and enthusiasm, and
sacred or festive according to the occasion (Noemí & Máximo, 2014). The
application of game integration and learning can be used at all levels of education
or in subjects that are considered difficult by students because they tend to be
disliked so they are not enthusiastic about following learning (Mukarromah &
Agustina, 2021; Tayibnapis, 2021).
Generation alpha is the generation of the 21st century or children born in the
millennial generation, this generation grows and interacts with various
technologies (Manuel & Sutanto, 2021; Purnama, 2018). The alpha generation
began to be born in 2010, the same year the first iPad was released, and Instagram
was launched. With a typical generation length spanning 15 years, the last of the
alpha generation will be completed in 2024 (Assingkily et al., 2019; Simin, 2021).
Generation alpha is a generation that is familiar with digital technology,
generation alpha rarely releases gadgets, lacks creativity, is more individualistic,
and less social. Generation alpha wants instant things so they lack respect for
process (Swandhina & Maulana, 2022). Therefore, education that can facilitate
this alpha generation is education that is also familiar with digital technology,
where teachers are no longer the only source of learning. Teachers are expected to
be facilitators who are able to facilitate children's learning in order to experience
maximum development (Fadlurrohim et al., 2020; Meliala, 2023).
Alpha generation students are used to high-order thinking. They are expected to
be accustomed to answering questions why, how, and can create. The learning
model is also chosen that can accustom children to activities, namely
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experiencing, interacting, communicating and collaborating (Gusteti & Neviyarni,
2022). The use of electronic-games is one solution to this challenge. The use of
electronic-game media in the teaching and learning process can generate stimuli
for learning so that student involvement, attention and thinking ability towards
learning become better (Harmonis et al., 2022). By seeing the urgency of the need
for electronic-games in learning for generation Alpha, the author is interested in
conducting research with the aim of describing the potential of electronic-games
in harmonizing differentiated learning for generation alpha.
2. Methodology
This type of research is descriptive qualitative and aims to describe the potential
of electronic-games in harmonizing differentiated learning for generation alpha.
The research procedures carried out are as follows: (1) preparation of
questionnaires, (2) distribution of questionnaires to respondents, (3) analysis of
answers given by respondents, (4) drawing conclusions. Data collection
techniques using questionnaires. The questionnaire is made using G-Form
containing five question items, each of which requires a response in the form of a
checklist or description in each item answer column according to the respondent's
opinion. A summary of the question points on the questionnaire used in this study
is presented in Table 1 below:
Table 1. Instrument Question Item
Item Number
Question Focus
1
Student responses to the ease of understanding the subject matter using
electronic-games
2
Student responses to the practicality of using electronic-games
3
Student responses to the ease of access to electronic-games
4
Student responses to the suitability of interest in the use of electronic-
games
5
Student responses to electronic-games in learning activities
The questionnaire was distributed online to respondents who were students of
SMP Subulussalam Kota Padang Pariaman, with three categories, namely smart
students, namely students ranked 1 to 5, medium ranked students, namely students
ranked 6 to 15, and low ranking students, namely students ranked > 15. The
sample was selected as many as 9 students consisting of 3 students in each
category. Research conclusions can be drawn after analysis of questionnaires
filled out by respondents.
3. Results and Discussion
Results
A game is not only a game but also an intermediary of different knowledge to
connect facts and ideas through a flow that is made organized and structured so
that an atmosphere can be enjoyed for the users who play it (Ahdan et al., 2019;
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613
Ramli et al., 2022). In addition, games can be a learning medium not only for one
learning style, but a combination of all three learning styles (Bire et al., 2014). In
this study, electronic-games were used as a medium to harmonize differentiated
learning. After students used electronic-games in learning activities for 4 face-to-
face meetings, then students were asked to fill out questionnaires. Student
responses are presented in the form of diagrams as below.
Figure 1. Percentage Students' Perception of Ease of Understanding Subject
Matter Using Electronic-Games
Based on figure 1, it can be understood that a higher percentage of students who
stated that the use of electronic-games made it easier for them to understand the
subject matter at each face-to-face meeting with an average percentage of 66.6.
Furthermore, students' responses to the practicality of using electronic-games are
presented in figure 2 below.
Figure 2. Percentage Students' Perception of The Practicality of
Using Electronic-Games
0
10
20
30
40
50
60
70
80
90
meeting-1 meeting-2 meeting-3 meeting-4
easy difficult very difficult
0
10
20
30
40
50
60
70
80
90
100
meeting-1 meeting-2 meeting-3 meeting-4
practical impractical very impractical
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Based on figure 2, it can be understood that a higher percentage of students stated
the use of practical electronic-games at each face-to-face meeting with an average
percentage of 80.47. Furthermore, students' assumptions about the ease of access
to use electronic-games are presented in figure 3 below.
Figure 3. Percentage Students' Perception of Ease of Access
to Electronic-Game Use
Based on figure 3, it can be understood that the percentage of students who stated
that they could easily access electronic-games at each face-to-face meeting with
an average percentage of 80.47. Furthermore, students' responses to the suitability
of interest in using electronic-games are presented in figure 4 below.
Figure 4. Percentage of Student Responses to The Suitability of Interest in Using
Electronic-Games
0
10
20
30
40
50
60
70
80
90
100
meeting-1 meeting-2 meeting-3 meeting-4
easy difficult very difficult
0
10
20
30
40
50
60
70
80
90
100
meeting-1 meeting-2 meeting-3 meeting-4
as per interest not according to interest
very not according to interest
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Based on figure 4, it can be understood that the percentage of students who
expressed interest in electronic-games at each face-to-face meeting with an
average percentage of 83.25. Furthermore, students' assumptions about electronic-
games in learning activities are presented in figure 5 below.
Figure 5. Percentage Students' Perception of Electronic-Games in Learning
Activities
Based on figure 5, it can be understood that a higher percentage of students stated
that learning activities were fun with the use of electronic-games at each face-to-
face meeting with an average percentage of 86.02.
Discussion
Learning independence is a new paradigm in the world of Indonesian education.
Students are given the opportunity to learn without stress and pressure so that
learning activities become fun. The learning services provided are tailored to the
interests and abilities of students. In the end, students will have a portfolio that
suits their passions (Hattarina et al., 2022). Basically, learning is a process of
mental activity of a person in interacting with his environment so as to produce
positive behavioral changes both changes in aspects of knowledge, attitudes, and
psychomotor (Setiawan, 2017). Making electronic-games in this study using
Unity software. Unity is an application used to develop multi-platform games that
are designed to be easy to use. To access this electronic-game, students can
easily download it through the play store then install it on their respective
smartphones. Here is presented the display of electronic-games that are already
available on the play store.
0
10
20
30
40
50
60
70
80
90
100
meeting-1 meeting-2 meeting-3 meeting-4
fun unpleasant very unpleasant
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Figure 6. Electronic-Game Display Is Already Available On Play Store
The course material is inputted into the electronic game so that it can be read by
students. The following is presented the display of electronic-games that have
been developed.
Figure 7. Electronic-Game Display
Electronic games are set using real-world conditions and consist of several levels
with different levels of difficulty. The difficulty of each of these levels can trigger
students to complete challenges so that there is enthusiasm and interest in learning
to complete each level of the game and advance to the next level (Hainey &
Connolly, 2010; Sawyer et al., 2018). The following is presented a picture when
students use electronic-games in learning activities.
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Figure 8. Students Using Electronic
Based on data analysis, it can be understood that the use of electronic-games
received positive responses from students with an overall percentage of 66.6%
stating easy to understand the subject matter, 80.47% practical use, 80.47% easy
to access, 83.25% according to student interests, and 86.02% making learning
activities fun.
Generation Alpha is a generation that is very dependent on the presence of
technology, they have a different understanding of technology, namely to
facilitate their daily activities, make it easier to find information about various
learning materials that can be accessed anytime and anywhere, they are of the
view that learning does not have to be in class or from books (Widodo & Rofiqoh,
2020). As Alpha generation teachers, we must provide approach techniques that
are appropriate to today's times. Teachers are required to be able to follow
technological developments so that the learning process in the classroom can be
accepted and followed by students as well as being able to utilize the potential that
students already have (Purnama, 2018; Simin, 2021). The use of electronic-games
is in accordance with the interests and characteristics of Alpha generation students
so that they are easier and without experiencing much difficulty when operating
electronic-games.
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The use of electronic-games in learning activities is one manifestation of
differentiated learning. Differentiated learning views students differently and
dynamically, where teachers see learning with various points of view.
Differentiated learning does not mean individualized learning. However, it is
more directed towards learning that accommodates student needs through
independent learning and maximizes student learning opportunities (Gusteti &
Neviyarni, 2022).
The application of games in learning aims to be able to overcome learning
problems in increasing interest in learning, helping the development of
intelligence increase student involvement and attention so that children's abilities
in learning processes develop better (Ridwan Arif Rahman et al., 2016) (Jayanti et
al., 2018; Ridwan Arif Rahman et al., 2016; Winaryati, 2018). In its development,
the use of games in the field of education has experienced significant
development. The benefits of games as a medium for playing and learning in
Indonesia are still not a common thing because games are considered to be only a
medium of entertainment rather than as a medium of learning. The importance of
technology-based learning media where currently technology is very advanced
and growing makes it easier in teaching and learning activities, so that learning is
no longer a boring scourge, where by utilizing technology-based learning media,
learning can be done anywhere and learning becomes more fun (Zakirman et al.,
2023). In addition, considering that technology is one side that is quite close to the
development of students today, it should be able to be utilized optimally for
positive development (Burn, 2016; Setiawati, 2019).
4. Conclusion
The use of electronic-games in learning activities is one manifestation of
differentiated learning. Differentiated learning views students differently and
dynamically, where teachers see learning with various points of view. Students
can learn enthusiastically and learning becomes fun. Implication : The results of
this study provide a picture of the massive use of technology for the alpha
generation. By presenting electronic games in learning, it is hoped that it can
support learning for the alpha generation. The limited number of educational
games and the lack of human resources with the skills to design educational
games are also challenges for the world of education. So that quality educational
games can be made cannot be separated from the qualified skills of the developers
who are educators and educational practitioners. It is hoped that in the future there
will be more research and training related to educational games, especially
electronic games.
Acknowledgement
My gratitude goes to the presence of Allah SWT, thanks to the staff and lecturer
of FKIP Universitas Terbuka and the teachers of SMP Subulussalam Kota Padang
Pariaman who have given me the opportunity and accepted me to do this research,
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my family who have always supported me, and my friends who have always
encouraged me.
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How to cite this article:
Zakirman., Widiasih., Sukmayadi, D., Aprianti, R., & Nadiyyah, K. (2023).
The Potential of Electronic-Games In Harmonizing Differentiated Learning for
Alpha Generation. Journal of Educational Sciences, 7(4), 609-621.
