Leny Heliawati, Linda Lidiawati, Indarini Dwi Pursitasari

Judul	:	Articulate Storyline 3 multimedia based on gamification to improve critical thinking skills and self-regulated learning
Abstrak	:	his study measured the effectiveness of Gamification-based Articulate Storyline 3 multimedia on students' critical thinking skills and self-regulated learning. The research method used is a quasi-experimental method. The research subjects were 64 students and eight science teachers who have used the Gamification-based Articulate Storyline 3 multimedia on the nature of acidic, alkaline, and neutral solutions. Data collection techniques in this study were tests that aim to determine students' critical thinking skills and a questionnaire to measure students' learning independence. The data analysis technique was based on calculating the average score of the test items with high-order thinking skills and student learning independence. The study results obtained an average score of 81.50 for critical thinking skills on the material concept of the nature of the acid, base, and neutral solutions with an N-Gain of 72% in the high category. It was also known that the average percentage of student learning independence was 86.76% which falls into the good category. Therefore, Gamification-based Articulate Storyline 3 multimedia can improve students' critical thinking skills and independent learning on the nature of the acid, base, and neutral solutions.
Tahun	:	2022	Media Publikasi	:	Jurnal Nasional Terakreditasi A
Kategori	:	Jurnal	No/Vol/Tahun	:	3 / 11 / 2022
ISSN/ISBN	:	ISSN: 2252-8822
PTN/S	:	universitas pakuan	Program Studi	:	PENDIDIKAN ILMU PENGETAHUAN ALAM
Bibliography	:	[1] C. Siry, “Science education during times of crisis: calling for reflections, responses, and forward thinking from the CSSE community,” Cultural Studies of Science Education, vol. 15, no. 2, pp. 317–322, 2020, doi: 10.1007/s11422-020-09985-5. [2] A. Yates, L. Starkey, B. Egerton, and F. Flueggen, “High school students’ experience of online learning during COVID-19: The influence of technology and pedagogy,” Technology, Pedagogy and Education, vol. 30, no. 1, pp. 59–73, 2021, doi: 10.1080/1475939X.2020.1854337. [3] H. M. Ariza, F. H. Martínez Sarmiento, and H. G. Castillo, “Connectivity characteristics and level of acceptance linked to online learning by higher education students during the confinement generated by the COVID-19 pandemic,” International Journal of Engineering Research and Technology, vol. 13, no. 8, pp. 1934–1939, 2020, doi: 10.37624/ijert/13.8.2020.1934-1939. [4] M. R. Islam, M. M. Rahman, M. Z. Kabir, S. Rahman, and S. Kabir, “Assessing the challenges in online class during the Coronavirus (COVID-19) pandemic in Bangladesh,” Academy of Strategic Management Journal, vol. 19, no. 1, pp. 1–8, 2020. [5] C. Carrillo and M. A. Flores, “COVID-19 and teacher education: A literature review of online teaching and learning practices,” European Journal of Teacher Education, vol. 43, no. 4, pp. 466–487, 2020, doi: 10.1080/02619768.2020.1821184. [6] L. L. Hadar, O. Ergas, B. Alpert, and T. Ariav, “Rethinking teacher education in a VUCA world: Student teachers’ socialemotional competencies during the COVID-19 crisis,” European Journal of Teacher Education, vol. 00, no. 00, pp. 1–14, 2020, doi: 10.1080/02619768.2020.1807513
URL	: