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Gamifikasi telah muncul sebagai inovasi terkemuka dalam pendidikan kontemporer, namun pengaruhnya terhadap penjelmaan subjektivitas profesional pendidik masih belum banyak dieksplorasi. Oleh karena itu, masih sedikit yang diketahui tentang bagaimana aplikasi gamifikasi daring seperti Kahoot membentuk cara dinamis para pendidik memandang, memahami, dan mewujudkan jati diri profesional mereka dalam konteks pendidikan tinggi. Dengan mengadopsi kerangka kerja tripartit berupa mengetahui (epistemologis), menjadi (ontologis), dan melakukan (praksologis), penelitian kualitatif ini menggunakan wawancara dengan teknik visual-elicitation serta observasi jarak jauh terhadap sepuluh dosen di sebuah perguruan tinggi di Timur Tengah. Analisis tersebut mengungkap tiga tema utama yang membentuk subjektivitas pendidik: membuat dan berbagi konten kuis; menyesuaikan diri dengan budaya institusi; serta memperlakukan mahasiswa secara infantil melalui pembelajaran berbasis gamifikasi. Temuan ini menunjukkan bahwa Kahoot memengaruhi cara para pendidik ini memandang dan menjalankan peran profesional mereka, memungkinkan mereka memposisikan diri sebagai pengembang konten kreatif dan praktisi institusional yang selaras, sekaligus memunculkan kekhawatiran mengenai pendekatan pedagogis yang tepat dalam konteks pendidikan tinggi. Studi ini menunjukkan bagaimana penerapan gamifikasi dapat secara aktif membentuk subjektivitas profesional di pendidikan tinggi, dengan menekankan bahwa gamifikasi yang berhasil memerlukan pertimbangan cermat terhadap dukungan institusional dan otonomi pendidik. Selain itu, temuan ini memberikan implikasi penting bagi pengembangan profesional, kebijakan institusional, serta integrasi gamifikasi yang bijaksana di berbagai konteks budaya dalam pendidikan tinggi kontemporer.
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Declarations reported in the published article
Author Contributions
Natalie-Jane Howard: Conceptualization, Methodology, Investigation, Writing – Original Draft. Elizabeth J. Cook: Writing – Review & Editing, Visualization. All authors have read and approved the final version of this manuscript.
Acknowledgments
We would like to sincerely thank the participants in this study and the anonymous reviewers for their time and helpful feedback. Ethical Statement As this study involved human participants, ethical approval was obtained from the research site’s institutional review board prior to data collection. All participants received a detailed information sheet and provided written permission by signing a consent form, for both interviews and observations. The participants were informed they could relinquish their consent at any time if they felt uncomfortable or did not wish to continue.
Educator Professional Subjectivities in Gamification: … (Natalie-Jane Howard & Elizabeth J. Cook, 2025)
Funding
This research received no specific grant from any funding agency in the public, commercial, or not-forprofit sectors.
View statement in PDF · PDF page 13Competing Interests
The author declares no competing interests.
View statement in PDF · PDF page 13Generative AI Disclosure
No generative AI or AI-assisted technologies were used in the writing of this manuscript.
View statement in PDF · PDF page 13Referensi
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Hak Cipta (c) 2025 Natalie-Jane Howard, Elizabeth J. Cook