Innovati on in Digital Personalized Learning based on gamifications for learning in SMA during and post COVID-19 pandemic

According to the UNICEF 2020 through the U-Report channel survey, it was stated that over 4 000 students were polled in 34 Indonesian provinces, with 87 percent of students acknowledging that they prefer to study at school. Furthermore, according to the Unesco-Unicef case study report, up to 66 percent of the 60 million students at various levels of education admitted to not feeling comfortable studying from home during the Covid-19 pandemic. However, the solutions offered cannot be implemented because, even if E-learning is used properly, it cannot solve the problem unless it is supported by the readiness of mature human resources. The purpose of this study is to reduce learning loss among high school students during online learning due to the pandemic. Therefore, with the development of gamification-based learning media innovations, an exciting and fun learning environment can be created while students gain a thorough understanding of the material. Furthermore, the existence of this learning media innovation can direct high school students who enjoy playing games to be delighted to receive learning materials that are designed to play. The goal of this research is to eventually serve as one of the steps towards a solution to raise students’ academic achievement standards in the midst of a pandemic. This research is critical in order to overcome the pandemic’s effects on education in Indonesia.


INTRODUCTION
A face-to-face learning process was inhibited as a result of the pandemic.All learning activities at that time were very dependent on technology, especially learning media.Online learning activities affect student learning outcomes and the student's interest in learning thus, students feel bored.This gamification-based learning media innovation was carried out to reduce learning loss for high school students and create a pleasant learning atmosphere. (1)ased on data from UNICEF 2020 through the U-Report channel survey, it was stated that over 4,000 students were polled in 34 Indonesian provinces, with 87 percent of students acknowledging that they prefer to study at school.Furthermore, according to the Unesco-Unicef case study report, up to 66 percent of the 60 million students at various levels of education admitted to not feeling comfortable studying from home during the Covid-19 pandemic (a) .Clearly, these problems affect students' learning outcomes.In line with that, the Indonesian Child Protection Mission (KPAI) 2020 reported that as many as 76,7 % of students enjoyed offline learning and only 23,3 % of students enjoyed online learning.
It has a long-term impact, namely the loss of knowledge that affects prolonged gaps (Learning Loss). (1)In addition, the pandemic has also had a short-term impact, affecting the number of students dropping out of school.The high number of children dropping out of school at the SD, SMP, SMA, and SMK levels is due to online game addiction, marriage, and work. (2)The problem of Learning Loss is very worrying for high school students because this level conveys more study material than the SMK level.This means that high school students are prepared as graduates who are ready to continue their studies, while vocational high school students are prepared as graduates who are ready to work. (3)ased on research, the 2021 Learning Technology Empowerment has provided a solution to the impact of the pandemic on education in Indonesia, namely by implementing an E-learning learning system that provides benefits, namely reducing operational costs. (4)The use of E-learning facilitates the delivery of study material without being influenced by geographical constraints. (5)In fact, the solutions offered cannot be used as problem solvers because, even though they use E-learning properly, without the readiness of mature human resources, the solution cannot solve the problem. (6)ased on these problems, researchers have initiated an innovation strategy for developing Gamification-Based Interactive Digital Personalized Learning media in the form of cloud learning.Gamification-based learning media, comprise learning methods that apply game dynamics and mechanics to improve the quality of learning outcomes.The innovation in learning media is designed as a game model that is integrated with materials according to the high school curriculum.Later, high school students can choose the media model through images, videos, and audio.This gamification of learning media innovation is designed to be fun, like playing a game, because there will be levels that users can choose from.
The purpose of this research is to reduce learning loss among high school students during online learning due to the pandemic.As a result of the advancement of gamification-based learning media innovations, an exciting and fun learning environment can be created while students gain a thorough understanding of the material.Furthermore, the existence of this learning media innovation may lead to high school students who enjoy playing games being pleased to receive learning materials that are designed to be fun to play.The preceding is consistent with the goal of this research, which is to improve the quality achievement of school students in the midst of a pandemic.
Our research is therefore extremely important for resolving the pandemic-related issues in Indonesian education.If the problem is not immediately addressed, it will become an obstacle to students' understanding of the material. (7)Student learning achievement is hampered due to learning loss. (8)Consequently, it will add a red flag to the quality of Indonesian student achievement.Later, with the development of gamification-based learning media innovations, it will improve student achievement and make it easier for teachers in schools to facilitate the learning process. (9)

METHODS
The research method used in this study was Design thinking. (10)This technique, which was created and used in the development and application of software with the principle of medium-term development lasting between one and two years (11) , is primarily intended to find the most effective and efficient way to solve a challenging problem. (12)This method was also chosen because the development team and users will produce a balance and adjustment toward the target of this research.The stages of this research using the Design thinking Salud, Ciencia y Tecnología.2022; 2(S2):240 2 method are as follows: A. Empathize (Empathy): empathize (empathy), which is the process of understanding problems that arise and must be resolved right away by focusing on humans, in an effort to understand the problems encountered by users so that we may feel them and find solutions to them.Things that can be taken: interviews, observations, and combining observations and interviews. (13). Define: determine the problem statement as a point of view or primary concern for research by defining it, which is to analyze and comprehend the outcomes of the empathize process.The aforementioned process of studying and comprehending the numerous insights that have been gained through empathy. (13). Ideate (Ide): which consists of moving from problem formulation to problem solving, focuses on coming up with ideas or using ideas as the foundation for developing prototype designs. (14). Prototype (Prototype): referred to as the initial design of a product to be manufactured, is created in order to identify early mistakes and discover new opportunities.The first design created will be put to the test on users in its application to get the right input and reactions to improve the design. ( 14 E. Test: Test or testing, is the process of gathering feedback from various final designs developed earlier in the prototype process.Despite being the final stage, this procedure has a life cycle that allows for looping and returning to the initial design stage in the event of failure. (15)

Experimental
The experimental design used in this study was a non-equivalent group pretest-posttest design in a quasiexperimental setting.Quasi-experimental is an experimental method of giving treatment and measuring results with controlled or non-random placement.

Data Collection Instruments Data
Collection tools were derived from evaluation questionnaires created by media and material experts.There is a score range of 1-5 for the Likert scale for evaluation during the validation stage.
a.If the learning resource is highly appropriate, very appropriate, and very simple, it receives a score of 5. b.If the learning resource is appropriate and simple, it receives a score of 4. c.If the learning resource is less accurate, less suitable, and less simple, it receives a score of 3. d.If the learning resource is not acceptable, not appropriate, and not easy, it receives a score of 2. e.If the instructional materials are extremely unsuitable, extremely inappropriate, and difficult, it receives a score of 1.

RESULTS
The following findings and discussions comprehensively cover the essence of the current study in response to two research problems: (1) efforts to reduce learning loss in high school students during a pandemic and (2) improving learning quality by developing learning gamification in high school.

Gamification personalized -based interactive
To address the issues raised by this investigation, the development of gamification-based interactive personalized digital learning media was undertaken.Figure 1 shows the display of the developed media.

Figure 1. Login page
This product is based on developing Android applications and websites for the gamification process in high https://doi.org/10.56294/saludcyt2022240 3  Basuki A, et al school learning.This learning application based on gamification requires authentication features, especially for ranking accounts every day.Users can register and login through an account that has been registered.After entering the home page, the user will be faced with the homepage of the application.Through this application, the user has four main menus: home (which displays favorite lessons that can be arranged), course list view, ranking display, and profile view.In the course detail view, there are classes that can be taken according to levels.Within those levels, there are games and quizzes that can be taken, and each game/quizz has points for completion.The number of points is displayed in the profile view, and the rankings are mostly limited to schools and regions (figure 2).

A. Material Details
Display of study material information in the form of material descriptions and material lists per level to be taken in accordance with the chosen subtopics.In each subtopic, there is a list of materials and challenges that must be completed in order to receive the total points collected as grades that are processed daily (figure 3).

B. Points
When you have finished the learning challenge on the selected subtopic, which contains related videos, audio, text, and quizzes, the student gets points.In this sense, gamification aims for the learner to get the maximum score(figure 4).

Usability-testing product
Usability is one of the most important things when developing media.The application of the appropriate media to the research objectives becomes the standard for research outcomes.Table 1 displays the validation results based on usability, material presentation, ease of access, and graphic presentation indicators.
It can be concluded that the developed digital media is very practical for use in a broader subject area based on the percentage data of the validation results discussed above.In terms of content, 98 % of the learning process is feasible, while 95 % is feasible in terms of digital media (Table 1).

b. Implementation of product distribution
The product Development of personalized digital learning is carried out online for high school (SMA) students.

c. Comparison of the results of previous studies (2)
According to Putri (2019), the implementation of the gamification method resulted in an increase in reading ability at the beginner level for children.Gamification can enhance student learning motivation by making the learning process more interactive.In addition, the application of gamification has an effect on students' interest in learning.This is demonstrated by students' eagerness to participate in the learning process.
Those results are in accordance with our research objectives to reduce learning loss and create a pleasant learning atmosphere.This is also supported by references that gamification presents game-based material and uses technology.For that reason, this approach is appropriate to use in distance learning to improve learning outcomes, familiarize students with using technology in a positive way, and avoid the boredom felt by students when the learning process takes place.

Figure 3 .
Figure 3. Display of study material details

Figure 4 .
Figure 4. Display of points