Research Proposal Part II (Literature Review) - The Development of Bloodventure Game to Improve Students Understanding and Motivation Learning on Circulatory sytem Topic - By Hengky Kusniar
Bloodventure
Game is a game developed to motivate and facilitate students to learn the
concept of the Circulatory system. And applied in learning activities so that
students are able to learn happily and facilitate teachers in teaching media.
This game was created using the Unity 2d Application. This game is themed
adventure about adventure. An adventure video game is a type of computer game
in which the player has an interactive role in a story which is driven by
puzzle-solving and exploration (Rollings and Adams 2003). Adventure video games
are stand-alone simulation games in which the player is interacting with a computer
(Ranalli 2008) and the emphasis is on stories, characters, and the adventure.
In this research, adventure games will include a circulatory system content
with a circulatory system sub-topic in humans.
The
essence of this game is a journey of red blood to carry oxygen or carbon
dioxide in the human circulatory system, which circulates these compounds by
exploring all parts of the body in accordance with the concept in learning
circulatory systems. In this game, it will be divided into several levels according
to the path of human blood circulation, with this game expected to be able to
increase student motivation and facilitate students in learning the circulatory
system concept.
Game based learning describes an approach to teaching, where students explore relevant aspect of games in a learning context designed by teachers. Teachers and students collaborate in order to add depth and perspective to the experience of playing the game. Good game-based learning applications can draw us into virtual environments that look and feel familiar and relevant. Within an effective game-based learning environment, we work toward a goal, choosing actions and experiencing the consequences of those actions along the way. We make mistakes in a risk-free setting, and through experimentation, we actively learn and practice the right way to do things. This keeps us highly engaged in practicing behaviors and thought processes that we can easily transfer from the simulated environment to real life. While similar, gamification is a different breed of learning experience. Gamification takes game elements (such as points, badges, leaderboards, competition, achievements) and applies them to a non-game setting. It has the potential to turn routine, mundane tasks into refreshing, motivating experiences.
Construct
2 is a game maker based on HTML 5 that is designed for 2D platforms. This
software was developed by SCIRRA which was made from London, England. Create 2
easy-to-use game machines for game development for beginners. By using this
game engine beginners or experts can easily make a game because of Construct 2
plays on the use of logic in its making comparing more programming codes.
In
construct 2 there are system events "and" behaviors "that have a
function as a substitute for entering program code. The "system
event" functions to enter the logic needed for the application to run
properly. Whereas "behavior" helps in terms of object movement,
mathematical calculations, transition effects, and other functions. A developer
will be able to immediately see or preview the results of the game being
developed by pressing the start button and will be directed automatically to
the browser. The result of product construct 2 is an application.
Story
Board is a technique or method used to visualize the interface before the
implementation process starts. According to Dastbaz (2003, page. 134) storyboards
are sketches of what will be made. Storyboard is very important in this
research process because it serves as a tool in making and designing games.
According Jogiyanto (2005, p, 795) flowchart is a chart that shows the flow in the program or system procedure based on logic. The flowchart is used as a communication and documentation tool.
Anderson
and Krathwohl (2001) state that understanding is described as the construct
meaning of instructional massage, including oral, written, and graphic
communication. The dimension of cognitive processes represents a continuum of
increased cognitive complexity from remembering to creating. There are six
cognitive domains based on Bloom's Revised Taxonomy such as C1 (Remembering),
C2 (Understanding), C3 (Applying), C4 (Analyzing), C5 (Evaluating), and C6
(Creating).
a)
Remembering:
Taking, recognizing, and recalling relevant knowledge from long-term memory.
b)
Understanding:
Building the meaning of oral, written and graphic messages through interpretation, example, classification, summarizing, summarizing, comparing
and explaining.
c)
Implementing:
Perform or use procedures through executing or implementing.
d) Analyzing: Breaking down the material into its
constituent parts, determining how the parts relate to each other and to the
overall structure or purpose through differentiation, organization and
association.
e) Evaluating:
make judgments based on criteria and standards through checking and criticism.
f) Creating: Bringing together elements to form a
coherent or functional whole; organize elements into new patterns or structured
producer or production plans.
Students’
motivation that is measured in this research using ARCS (Attention, Relevancy,
Confidence, Satisfaction) model by Keller (1987). ARCS learning model is a form
of problem solving approach to design aspects of motivation and learning
environment in encouraging and maintaining student motivation to teach (Keller,
1987). This learning model is closely related to student motivation, especially
motivation to acquire new knowledge.
According
to Direktorat Jendral Peningkatan Mutu
Pendidik dan Tenaga Kependidikan Departemen Nasional (2008) motivation is
very important in learning because motivation can encourage students to
perceive information in teaching materials. No matter how good the design of
teaching materials, if students are not motivated, learning events will not
occur because students will not perceive the information in the teaching materials.
To increase student learning motivation to improve student achievement or
learning outcomes especially in accounting subjects with the subject of general
journals, the application of the ARCS learning model is very effective to use
because this ARCS learning model is tailored to the needs or interests of
students. There are four components to the ARCS model, and it stands for
Attention, Relevance, Confidence, and Satisfaction.
Attention: This refers to the interests of students. It
is very important to get and maintain the interests and attention of students.
Relevance: The learning
process must demonstrate the usefulness of content so that students can bridge
the gap between content and the real world.
Confidence:
This component focuses on developing expectations of success among students,
and expectations of success allow students to control their learning process.
There is a correlation between the level of trust and expectations of success.
That is why giving students an estimate of the probability of success is
important.
Satisfaction: There is a direct
relationship between motivation and satisfaction. Learners must be satisfied
with what they achieved when learning the process.
This
learning model is closely related to student motivation, especially ARCS itself
is an acronym for students' attitudes, namely attention, relevance, confidence,
and satisfaction. So, the authors conclude that the ARCS learning model is a
form of learning that prioritizes student attention, adapts learning material to
student learning experiences, creates self-confidence in students, and gives
rise to satisfaction in these students. This learning model is interesting
because it is developed based on theories and concrete experiences of the
structure so that it can arouse students' learning enthusiasm optimally by
motivating students to obtain optimal learning outcomes. According to Awoniyi,
et al (1997: 30) this ARCS learning model has the following advantages:
a) Give
hints: be active and give direction on what students must do
b) The
way to present the material with the ARCS model is not only with theories whose application is less
interesting
c) Motivational
models are reinforced by the design of student-centered forms of learning
d) The
application of the ARCS model increases motivation to repeat other material
that is essentially unattractive
e) Overall
assessment of abilities more than the characteristics of students so that
learning strategies are more effective
The concept used is Circulatory System, where according to Model Silabus Mata Pelajaran Sekolah Menengah Pertama/Madrasah Tsanawiyah: Mata Pelajaran Ilmu Pengetahuan Alam (Kementerian Pendidikan dan Kebudayaan, 2017). Circulatory System has syllabus model that is shown in Table 2,
Table 2.
Syllabus Mata
Pelajaran Sekolah Menengah Pertama/Madrasah Tsanawiyah: Mata Pelajaran Ilmu Pengetahuan Alam model
|
Grade |
Core Competence |
Basic Competence |
Topic |
Sub-Topic(s) |
|
VIII |
3. Memahami dan menerapkan pengetahuan (faktual,
konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak
mata. |
3.7. Menganalisis sistem peredaran darah pada
manusia dan memahami gangguan pada sistem peredaran darah, serta upaya
menjaga kesehatan sistem peredaran darah. |
Circulatory
System |
Blood,
Human Circulatory System |
|
4. Mengolah, menyaji, dan menalar dalam ranah
konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan
ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah
dan sumber lain yang sama dalam sudut pandang/teori. |
4.7. Menyajikan hasil percobaan pengaruh aktivitas
(jenis, intensitas, atau durasi pada frekuensi denyut jantung. |
|
|
(Source:
Kementerian Pendidikan dan Kebudayaan, 2017)
a)
Blood
Blood is a connective tissue that is liquid and is composed of two main components namely plasma and cellular elements. Blood plasma is an extracellular fluid that contains dissolved substances, while cellular elements are composed of blood cells. If the blood contained in the test tube is centrifuged rotated at a certain speed, the blood cells will be at the bottom while the plasma is at the top. Blood is composed of 55% blood plasma and 45% blood cells. Normally, more than 99% of blood cells are composed of red blood cells erythrocytes and the rest are composed of white blood cells leukocytes and blood platelets.
b) Blood plasma
Blood plasma is composed of 91.5% water (H2O) and 8.5% dissolved substances. Dissolved substances are composed of proteins and other substances. Proteins dissolved in plasma include albumin, fibrinogen, and globulin which are often referred to as plasma proteins. Other substances that are dissolved in blood plasma include nutrients, minerals, hormones, antibodies, and metabolic waste products (urea and carbon dioxide).
1)
Erythrocytes
Red blood cells are flat with a concave center (biconcave). Red blood cells do not have cell nuclei. The red color in red blood cells is caused by the presence of hemoglobin (Hb) in red blood cells. Hemoglobin is a protein that contains iron. The most red blood cells are in the blood, 1 mm³ (approximately about one drop) of blood consists over 4-5 million red blood cells. When in the lungs, the hemoglobin in red blood cells has a high binding capacity to oxygen, so that it will bind oxygen to form the ox hemoglobin complex. The chemical reaction equation is:
When red blood
cells are in the body's tissues, the binding capacity of hemoglobin to oxygen
decreases, so that oxygen is released from hemoglobin into the body's cells.
Conversely, when in the body's tissues, the binding capacity of hemoglobin to
carbon dioxide is high. Carbon dioxide binds to hemoglobin to form
carbaminohemoglobin. The chemical reaction equation is:
Red
blood cells containing carbaminohemoglobin then go to the lungs. In the lungs
carbon dioxide is released to be expelled from the body. Do you still remember
where red blood cells were formed? Red blood cells are formed in the bone
marrow. However, during the womb, red blood cells are formed in the liver and
spleen. Red blood cells are only around 100-120 days old. Old cells will be
destroyed by macrophage cells in the liver and spleen. Furthermore, in the
liver, hemoglobin is overhauled, then turned into bilirubin (bile pigment).
2)
Leukocytes
Unlike red blood cells,
white blood cells have a non-permanent or amoeboid form and have a nucleus. The
number of white blood cells is not as much as the number of red blood cells,
every 1 mm³ of blood contains
about 8,000 white blood cells. The main function of white blood cells is to
fight germs / germs that enter the body. If there is an increase in the number
of leukocytes in the blood, there is a possibility of infection in the body. If
the number of leukocytes reaches below 6,000 cells per 1 mm³ of blood is referred
to as a condition of leukopenia. If the number of leukocytes exceeds normal
(above 9,000 cells per 1 mm³) is called leukocytosis. Based on the presence or
absence of coarse grains (granules) in the cytoplasm of leukocytes, leukocytes
can be divided into granulocytes and granulocytes. Granulocyte leukocytes
consist of eosinophil’s, basophils and neutrophils. Granulocytes consist of
lymphocytes and monocytes. So you can understand well the characteristics of
the types of white blood cells, see Table 3.
3)
Thrombocytes
Platelet forms are
diverse, which are round, oval, and elongated. Platelets are non-nucleated and
granular. The number of cells in adults is around 200,000 - 500,000 cells per 1
mm3 of blood. The lifespan of a piece of blood is quite short, which is 5 to 9
days. Pieces of blood are closely related to the process of drying the wound,
so it's not wonder if anyone calls blood clots with clotted blood cells. Well,
have you ever thought about how the process of blood clotting occurs?
Shortly after a part of the body has
been injured, the platelets will rupture due to contact with the rough surface
of the injured blood vessel. In platelets, there is the enzyme thrombokinase or
thromboplastic. The thromboplastic enzyme will convert prothrombin (a candidate
for thrombin) into thrombin because of the influence of calcium ions and
vitamin K in the blood. Thrombin will convert fibrinogen (blood protein) into
fibrin strands. These fibrin threads will capture blood cells so that the wound
is closed and blood does not drip again. So you can easily understand the
process of blood clotting, pay attention to Figure 4!
c)
Heart
Blood can flow throughout the body because in our body
there are organs that act as blood pumps called the heart. Look at Figure 6.6!
The heart consists of 4 chambers, namely the left atrium and the right atrium
and the left ventricle and the right ventricle. The heart porch is located at
the top, while the heart chamber is located at the bottom. Blood from the whole
body, will enter the first time to the right atrium, so the blood in the right
atrium contains a lot of CO2.
From the right atrium, blood will pass through the tricuspid valve to the right
chamber. This valve serves so that blood cannot return to the right atrium. The
blood in the right chamber is pumped by the right chamber through the pulmonary
artery to the lungs so that CO2 in
the blood is released and the binding of O2 Blood from the lungs flows through the pulmonary vein
to the left atrium, so the blood in the left atrium contains a lot of O2. Blood from the left atrium descends through the
bicuspidalis valve to the left ventricle. The left ventricle will pump blood
throughout the body through the aortic vessels. Through this picture you can
see that the wall of the left ventricle is thicker than the rest of the heart.
Why is that? Try connecting to the left cubicle function!
Have you ever wondered why your heart can beat automatically without the need for you to command so that even though you fall asleep your heart still beats? Think about it, what will happen if for every beat you have to govern the throbbing heart, just like when you command the feet when going to walk! Of course if the heart has to beat according to your command, when you fall asleep the heart will stop beating so it can't pump blood throughout the body. This results in the body's cells not getting a supply of O2, nutrients, and metabolic waste substances cannot be transported by the blood.
d)
Blood
vessel
Blood
vessels can be divided into three, namely the arteries (arteries), veins (veins),
and capillaries. Arteries are blood vessels that flow blood out of the heart,
while veins drain blood into the heart. Arteries contain oxygenated blood,
except for the pulmonary arteries. Veins containing blood that contain a lot of
carbon dioxide, except the pulmonary vein. The ends of the arteries and veins
branch into small vessels called capillaries. In this capillary vessel there is
an exchange of oxygen gas and carbon dioxide gas between the blood and body tissues.
e)
Human
Circulatory System
Human
blood circulation, including closed blood circulation because blood is always
circulating in blood vessels. Each circulating, blood passes through the heart
twice so it is called double blood circulation. In this double blood
circulation, it is known as small blood circulation and large blood
circulation. Small blood circulation is blood circulation that starts from the
heart (right ventricle) to the lungs and then back again to the heart (left
porch) as shown in Figure 5 below.
Figure 5. Trombocytes
(Source:
Kurikulum 2013 revision, 2017)
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