Gamified Teacher Training for Child-Friendly Secondary Schools in Jakarta, Indonesia: Joyful Learning and Positive Discipline through Genially
DOI:
https://doi.org/10.61255/jupiter.v4i4.1286Keywords:
Child-Friendly Schools, Gamification, Genially, Joyful Learning, Positive DisciplineAbstract
Purpose: This study evaluates the effectiveness of Genially-based gamified training in strengthening secondary school teachers’ implementation of joyful learning, positive discipline, child-friendly classroom management, and digital pedagogy. Methods: A convergent mixed-methods approach with a one-group quasi-experimental pretest-posttest design involved 72 teachers from eight public and private schools in Jakarta. The six-week program used interactive micro-learning. Tests and classroom observations were analyzed using paired-sample t-tests and Cohen’s d; reflective journals and semi-structured interviews were analyzed thematically. Findings: Mean scores increased for joyful learning (65.12 to 86.54), positive discipline (63.88 to 86.03), child-friendly classroom management (64.41 to 85.92), and digital pedagogical adaptation (65.03 to 87.11). All gains were significant, t(71) = 18.73–19.25, p < 0.001, with large effects (d > 0.80). Qualitative and observational evidence showed shifts from teacher-centered and corrective practices toward collaborative learning, active participation, reflective discipline, inclusive classroom climates, and student-centered digital media use. Badges, progress tracking, visual storytelling, quizzes, and scenarios sustained engagement, although digital-literacy gaps, unstable internet access, and large classes remained challenges. Research Implications: Genially-based gamified micro-learning offers a practice-oriented professional development model for child-friendly secondary schools, but scaling requires mentoring, reliable infrastructure, and institutional support. Originality: The study combines gamified micro-learning, joyful learning, positive discipline, and child-friendly education in one intervention and provides mixed-methods evidence from Indonesian secondary schools.
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