APPLICATION OF GAMIFICATION IN ETHNIC EXCELLENCE-BASED CHARACTER EDUCATION PROGRAMS

: This paper describes how the game is a tool to support the strengthening of character education for its users. In implementing the Independent Learning Education, Merdeka Campus, Bandung State Polytechnic, collaborated with the industry to apply gamification to the concept of character education and the nation's cultural values. Some of the objectives of this gamification activity are: (a) Getting the ethnic group’s information; (b) Providing users inspiration to develop themselves; (c) Growing a better direction mindset. The game developed is a web-based application (online gamification), so as many students/students and lecturers as possible can use the game to support strengthening character education and the nation's cultural values. The manual version of the video game content (prototype) is available, namely the 2021 research output containing Pancasila character content based on ethnic excellence. The elements of educational content in online gamification contain the results of identifying the prominent characters of 10 ethnic groups in Indonesia with the largest population (Dayak, Madura, Jawa, Sunda, Baduy, Batak, Banjar, Minahasa, Betawi, Minang). This study used three approaches which are Qualitative-Explorative, Qualitative-Descriptive, and Evaluation. The method used to know how gamification was implemented in character education and the nation's cultural values. It is hoped that gamification can integrate into the learning process for compulsory national subjects. Thus, students can become users and a market for the gamification industry.


Introduction
The main need for learning methods in the Independent Learning system is students' JADECS (Journal of Art, Design, Art Education & Culture Studies) Volume xx No. xx 1 April 20xx e-ISSN : 2548-6543 mastery of new literacy (Yamin & Syahrir, 2020). One of the learning methods used is Blended Learning, which combines offline and online learning methods (Rao, 2019). Gamification in the field of education (education game) (Marisa et al., 2020) is one of the innovations in the learning process that applies the concept of Free Learning Education. One application of gamification or an interesting game approach in the learning process is needed to motivate students to learn and strengthen character education. One application of gamification or an interesting game approach in the learning process is needed to motivate students to learn and strengthen character education. The purpose of character education based on national education standards is to form students with noble character (Pemerintah et al., 2005). Furthermore, strengthening character education ensures students have a Pancasila spirit (Karakter, 2017). Therefore, research related to character education on learning content in schools, in this case, the Bandung State Polytechnic, has been carried out for one year (2020-2021) with research outputs in the form of handbooks for participants/players and handbooks for tutors/lecturers as shown in Picture 1. Picture 1. Research product output in 2021 (C. M. Lasambouw et al., n.d.) The 2021 research product is available in the form of video games which are still manual versions in the form of a handbook containing Pancasila character content based on ethnic excellence (C. M. Lasambouw et al., n.d.). Therefore, the implementation of strengthening character education is expected to support the Merdeka Learning program, Merdeka Campus, and Bandung State Polytechnic with the anticipated impacts of this research, namely: (a) The industrial world has the opportunity to cooperate in mutualism with universities, which will increase trust in partnering in various other activities. In addition, research output products managed by partners can improve the partner's economy. (b)Polban collaborates closely with industry partners regarding developing interactive and innovative gamified learning media that will enrich and motivate students to study harder. In addition, Polban will increase the number of IPRs from research output products. Minimum Copyright, ( c )Other universities will be more motivated to develop various forms of technology-based learning media, not limited to character education, but also to strengthen complex subjects such as mathematics, (d) Students will be happier and more motivated to learn about Pancasila as the ideology of the state and nation. It will bring up the character of self-confidence, tolerance, cooperation, love for the homeland, and innovation. Students who are directly involved in research activities will have an impact on increasing motivation to be creative and innovative in finding solutions to problems in society.
Based on the description of the background, problems, and impacts above, this study aims to determine how the application of gamification strengthens character education. The virtual learning method approach from Blended Learning (Yamin & Syahrir, 2020) referred to in this study is through a web-based online gamification application, so the learning process is expected to be more flexible. The objectives of this gamification activity are: • Get to know various cultures in Indonesia. • Get to know the 10 ethnic groups with the largest population in Indonesia. • Understanding the ethnic advantages of each tribe. • Giving users inspiration to develop themselves along with the course of gamification activities. • Able to change the mindset to grow in a better direction.

Methods
This research stage begins with a detailed identification of industrial needs related to character development for gamification products. Then, data were obtained through in-depth interviews with partners to find the character education in the gamification industry, in-depth interviews with partners were conducted. Next, the Research Team and industry partner teams determine the research output targets, the content of engineering media, and what scenarios will be developed through Focus Group Discussions (FGD), especially concerning the prominent characters of the ten most populous ethnic groups in Indonesia. Furthermore, the results of the FGD agreed on a list of online gamification product capabilities that a team of industry partners will develop. Finally, the online gamification product, one of the outputs of this study, was tested with users, namely students and lecturers at the Bandung State Polytechnic, by filling out questionnaires. The results of user product trials are used to improve research outcomes, namely online gamification products to strengthen character education based on ethnic excellence. The three approaches are shown in Picture 2.

Results and Discussion
The study results are described within the scope of the discussion according to the following research methods.

Qualitative-Explorative
Based on the five main values of strengthening character education, character education is an effort that is designed and implemented systems to help students understand the values of human behavior related to (1) religion; (2) nationalist; (3) independence; (4) working together; (5) integrity (Ana Ir Handayaningsih, 2013), (Kemdikbud, 2019). The movement for strengthening character education in this study is class-based, namely (Kemdikbud, 2019): • Integrating the learning process in the classroom through curriculum content in subjects, both thematically and integrated. • Strengthen classroom management, choice of methodology, and evaluation of teaching.

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• Develop local content according to regional needs. The learning process in question uses a blended learning approach with a teaching methodology through online gamification to strengthen character education. The online gamification in this study aims to provide discussion time for fellow teams and choose the correct answer, test the user's honesty and situation themselves in the condition of the gamification activity and then act appropriately. Based on these objectives, the application was developed using RPG Maker MV (RPG Maker MV Tutorial, n.d.). It is because of the need for a PC to be screen-shared. In addition, the development of an asynchronous smartphone application is also needed as a parameter to test user honesty. These parameters will have simple features, such as adding and subtracting variables using a smartphone. The technological scenario of this gamification is shown in Picture 3.

Qualitative-Descriptive
The understanding of gamification includes using game elements to solve problems other than games (Faiqah et al., 2019) so that the learning process becomes interesting (Rahimah Wahid, 2019) to increase motivation (Marisa et al., 2020), (Ardiana & Loekito, 2020). Several studies related to character education have been carried out, including the application of gamification (Seva & Siga, 2022), (Syaefullah & Huda, 2021), teaching and learning processes using applications in the cloud, such as Kahoot (Faiqah et al., 2019), (Bicen & Kocakoyun, 2018), (Annasaii Jamar & Mohd Aderi Che Noh, 2021) and Quizziz (Sanchez et al., 2020(Sanchez et al., ), (mei et al., 2018 or develop their web-based applications (Fitriati et al., 2021) to support specific teaching and learning (Arif & Rosyid, 2019), (Ngadengon et al., 2021). For users to access gamification products, the web application that has been made is deployed on a server and can be accessed via an internet connection at a certain URL address (Salsabila & Intani, 2019), (adhi, 2020. A gamification concept is developed by referring to the prominent ethnic characters that have been identified (C. M. Lasambouw et al., n.d.), (C. Lasambouw et al., 2022). The gamification of "Knowing Superior Characters and Culture of the 10 Ethnic Populations in Indonesia" is a unique form of learning tool that will give new nuances to its users. The article will find many fresh concepts that can indirectly trigger users to learn content. Hopefully, it will change the way of thinking in everyday life outside of this gamification activity. A Visual Novel style is used to show personal characters in the gamification activities.
In this gamification, a new feature of the online meeting activity style was developed and applied. Mentor prepares the Online Meeting Application and shares it on the monitor screen for all users. All users have manually prepared parameters by installing the application on a cellphone or similar device. First, users will watch the story shown on the screen belonging to the mentor that will be shared (users are not in 1 room). Next, the user performs a response that is prompted on the screen. Types of responses the user can ask during gamification: • Parameters. The user acts by shifting the value on the attribute on the parameter board.
There are two attribute models: Action point and Stress Level. • Attitude Scale. The user and the mentor choose actions. It can be done in small groups as well as individually. However, this choice of action is very likely to affect the storyline and the outcome of the gamification activity. So it must be discussed (for the group), determined, and chosen carefully. • Storyline Selection. The choice of the storyline can also be something that users have to decide, either individually or in groups. In line with the choice of action on an attitude scale, the choice of the storyline can affect the outcome of gamification activities. The choice of story path can also be an event that will affect the rise and fall of attributes whose value is non-negotiable. • Selection of Story Places. The choice of the destination will also be the subject of discussion or even individually chosen in this activity at certain times or events. There are times when the choice of this place affects the storyline. There are also found as choices only. Finally, mentors can check the results of the screenshots sent by the user by matching the gamification results that are recorded automatically in the mentor's application (provided in the mentor's application with a separate menu "REKAP RESULTS").
The concept and storyline in gamification are adapted to the current pandemic situation, where many people meet and discuss things with the help of online applications such as GoogleMeet, Zoom, Webex, Discord, and so on. Likewise, in this study, mentors need the help of a PC to access this gamification. There is a feature to share the image display from the mentor's PC screen to participants as users through the help of online meeting applications. Participants, as players, can use mobile phones or other similar devices to access. Here are games design document of gamification as shown in Table 3. 110 The players will learn various superior characters from ethnic groups in Indonesia. The game's focus is to form a team with members from various ethnicities who will make plans for community service activities in an area in Indonesia. Part of the storyline is shown in Picture 4.
Through this gamification, participants will be encouraged to strengthen and enrich their character, including the following, as shown in Table 4.  Some basic game mechanics elements of gamification in the teaching and learning process are badges, levels, leaderboard, virtual rewards or (awards), gifts (awards or prizes), and challenges (BOGDAN, 2019), (Uz Bilgin & Gul, 2020). Badges are markers for groups of players, levels are stages of the game, leaderboards are player ratings, gifts are prizes after completing certain levels, and challenges are game challenges so players can compete to be the best.
The following are five attributes of evaluating the results achieved by players. These attributes are essential gamification elements closely related to the character. In contrast, these attributes are vital and determine whether or not the individual character can continue the gamification activity or not.

• Gifts
There is Money as the gifts, which is a cost source in this gamification. It will increase when the group successfully recruits its members. The more group members' recruited money will continue to grow by itself. In addition to recruiting group members, there will be several events in the gamification activity that can increase the number money belonging to the group. Still, small live events also reduce the amount of group money. So money only applies collectively, not individually. In addition to the money attribute, the next thing that is also very decisive in this gamification mechanism is the Action Point. These are energy, namely points that must be present if the character wants to engage in gamification. So when this Action Point reaches "0" or runs out, nature can't take action at all, such as quitting the game. But, again, action Points only apply to individuals, not collectively.

• Challenges
Several questions contain related cases as the challenges, so if the answer choice is wrong, it will affect the total assessment of the continuing issues.

• Levels
Stress Level is a parameter that will permanently change up or down in this activity. The limit of the stress Level is 120 points. Once the user reaches that point, the character is declared sick and will lose one chance to participate in the next activity (if needed). Hospitalized and will lose one opportunity on the next move, but will reduce 50 stress points the next.

• Badges
Each player has the opportunity to unlock new competencies when the user can answer the questions asked correctly. Each character has a different possibility from other characters but will be calculated automatically by the computer.

• Leader boards
After finishing the game, the mentor can check the results of the screenshot sent by the user by matching the gamification results that are recorded automatically in the mentor's application (provided in the mentor's application with a separate menu "REKAP RESULTS"). Picture 5 is a display of the leader boards of this online gamification. Picture 5. Gamification leader boards

Conclusion
The research found that, practical experience in applying national identity values based on excellent ethnic characteristics becomes essential to provide an objective picture/fact rather than an abstract picture. Practical learning will offer a pleasant understanding of goodness from other tribes while using the gamification of character education programs where each tribe has a prominent character as the community's identity. The introduction of prominent ethnic and cultural characters through gamification tends to be more easily accepted by students. The application of gamification in learning abstract subjects, which students need deepening understanding, will be very helpful in realizing "real imagination". The use of gamification provides a pleasant atmosphere in the learning process.