Nisaul Barokati Seliro Wangi, Paisal Halim, Syamsiah Badruddin, Taufan Maulamin, Muhammad Ikhsan Setiawan, Muh Barid Nizarudin Wajdi, Agung Kesna Mahatmaharti, Dwi Fita Her-Iyawati, Janner Simarmata
Students' passive activities, such as reading and watching activity make learning process can't run well. Only active communication with their colleagues, facilitators, and other learning resources make process run well. In this case, we use gamification to improve student's learning motivation. This study used four scales to obtain consistent and measurable data. Scale 1 and 2 were to analyze the level of knowledge about gamification framework, Scale 3 for concept and effectiveness and Scale 4 for fun learning. In conclusion, entrepre-neurship courses through gamification runs effectively because students are interested in gamification because it is new for them and able to establish good communication patterns as well as makes students more literate on technology. © 2018 Authors.
Islamic University of Darul Ulum Lamongan, Indonesia; Institut Ilmu Sosial dan Manajemen STIAMI, Jakarta, Indonesia; Department of Civil Engineering, Narotama University, Surabaya, Indonesia; STAI Miftahul Ula Nganjuk, Indonesia; STKIP PGRI Jombang, Indonesia; University of Kanjuruhan Malang, Indonesia; Universitas Negeri Medan, Indonesia
