Pendampingan Inovasi Pembelajaran melalui Pemanfaatan Online Stopwatch sebagai Media Game Edukatif bagi Pengajar Rumah Belajar Alempureng

https://doi.org/10.23960/jpm-ip.vol.5i.3.2149
Published: Sep 23, 2026

Abstract:

The utilization of digital technology in learning remains a challenge for non-formal education instructors, particularly in developing interactive learning media that can enhance student engagement. Rumah Belajar Alempureng, as the partner institution in this community service program, faced challenges related to the limited use of digital game-based learning media in the learning process. This community service activity aimed to improve instructors’ understanding of the Game-Based Learning concept, enhance their skills in utilizing Online Stopwatch as a game-based learning medium, and assist them in developing more creative, interactive, and engaging learning activities for students. The program was implemented using a participatory training approach through material delivery, demonstrations of Online Stopwatch features, hands-on practice, mentoring in educational game development, and evaluation through pre-test, post-test, and participant satisfaction questionnaires with 10 participants. The results showed an improvement in participants’ understanding and skills in utilizing Online Stopwatch as a Game-Based Learning medium. The pre-training evaluation showed an average score of 2.25 on a 5-point scale, whereas the post-training evaluation showed an average score of 4.25 on a 5.00-point scale, categorized as very good, while the overall participant satisfaction level reached 84.44%, also categorized as very good. Furthermore, participants were able to develop game-based learning activities by utilizing Online Stopwatch features. This activity contributes to the development of a Game Based Learning based mentoring model through the use of a simple digital technology the Online Stopwatch which can enhance teachers’ digital pedagogical competencies and be replicated to create more interactive, creative, and student-centered learning experiences.

Keywords:
1. Educational Game
2. Online Stopwatch
3. Non-Formal Education
4. Learning Center
Authors:
1 . Muhammad Syarifuddin Rahman
Universitas Negeri Makassar
2 . Abdurahman Hamid
Universitas Negeri Makassar
3 . Syamsinar
Universitas Negeri Makassar
4 . Wayan Rumite
Universitas Negeri Makassar
5 . Amhar Muftin
Universitas Negeri Makassar
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How to Cite
Syarifuddin Rahman, M., Hamid , A. ., Syamsinar, Rumite, W. ., & Muftin, A. . (2026). Pendampingan Inovasi Pembelajaran melalui Pemanfaatan Online Stopwatch sebagai Media Game Edukatif bagi Pengajar Rumah Belajar Alempureng. Jurnal Pengabdian Masyarakat Ilmu Pendidikan, 5(3), 490–508. https://doi.org/10.23960/jpm-ip.vol.5i.3.2149
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Vol. 5 No. 3 (2026): September 2026
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  3. Bond, M., Bedenlier, S., Marín, V. I., & Händel, M. (2021). Emergency remote teaching in higher education : mapping the first global online semester. International Journal of Educational Technology in Higher Education, 18(50), 1–24. https://doi.org/10.1186/s41239-021-00282-x
  4. Boyle, E. A., Hainey, T., Connolly, T. M., Gray, G., Earp, J., Ott, M., Lim, T., Ninaus, M., & Ribeiro, C. (2016). An update to the systematic literature review of empirical evidence of the impacts and outcomes of computer games and serious games. Computers & Education, 94, 178–192. https://doi.org/10.1016/j.compedu.2015.11.003
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  6. Connolly, T. M., Boyle, E. A., Macarthur, E., Hainey, T., & Boyle, J. M. (2012). Computers & Education A systematic literature review of empirical evidence on computer games and serious games. Computers & Education, 59(2), 661–686. https://doi.org/10.1016/j.compedu.2012.03.004
  7. Dahalan, F., Alias, N., Shahril, M., & Shaharom, N. (2023). Gamification and game based learning for vocational education and training : A systematic literature review. Education and Information Technologies, 29(2), 1279–1317. https://doi.org/10.1007/s10639-022-11548-w
  8. Dicheva, D., Dichev, C., Cassel, L., Guy, B., & Irwin, K. (2021). Exploring the impact of non-conventional gamification elements on student motivation and engagement. IEEE Frontiers in Education Conference (FIE), 1–9.
  9. Faisal, E. (2026). Complementary AI in higher education : behavioral, cognitive, and ethical implications of ChatGPT and DeepSeek. Frontiers in Psychology, 17, 1–14. https://doi.org/10.3389/fpsyg.2026.1699114
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  13. Liao, J. (2026). DeepSeek in Education: Exploring the Transformative Potential of AI‐Driven Educational Intelligence. 30–41. https://doi.org/10.1002/fer3.70022
  14. Liu, H., Fang, X., Cui, Q., & Chiu, T. K. F. (2026). A systematic mapping review on how generative artificial intelligence impacts social and emotional learning : A case of large language model chatbots. Review of Education, 14(1), 1–42. https://doi.org/10.1002/rev3.70141
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