SELF-DISCLOSURE AS A HERMENEUTIC MODERATOR IN TELISIK’S GAMIFIED LEARNING TRAJECTORY
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Jan 15, 2026
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Abstract
This study investigates the contribution of gamified learning and self-disclosure counselling within the TELISIK digital ecosystem in enhancing students’ readiness for higher education, proxied by UTBK scores. Using a quantitative design, data from 82 participants in South Sumatra were collected through structured questionnaires and analysed with regression modelling. The results demonstrate that gamified learning significantly improves academic performance by strengthening motivation, engagement, and persistence, while self-disclosure counselling also contributes positively by fostering reflection, psychological safety, and resilience. However, the interaction between the two was not statistically significant, indicating that gamification and counselling function effectively in parallel rather than synergistically. These findings provide theoretical support for constructivist learning, illustrating how behavioural stimulation and reflective practice independently enhance outcomes. They also align with SDGs 4 (Quality Education), emphasising TELISIK’s potential as a community-driven platform to expand access to higher education in disadvantaged regions. The study offers practical insights for policymakers and edtech developers in optimising digital ecosystems to strengthen academic readiness. Limitations include the modest sample size, reliance on UTBK scores as a single performance indicator, and the absence of formally trained counsellors in TELISIK. Future research should broaden samples, adopt longitudinal designs, and incorporate multidimensional learning outcomes to enrich theory and practice
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[1]
E. Lakilaki, K. Kusmeri, I. Komariah, A. Budiman, and A. Marwa, “SELF-DISCLOSURE AS A HERMENEUTIC MODERATOR IN TELISIK’S GAMIFIED LEARNING TRAJECTORY”, JURNAL EDUCATION AND DEVELOPMENT, vol. 14, no. 1, pp. 218-228, Jan. 2026.
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References
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Luh, N. et al. (2025). Pengaruh Penggunaan Media Pembelajaran Berbasis Gamifikasi terhadap Hasil Belajar Peserta Didik Pada Pembelajaran Matematika Kelas IV Sekolah Dasar Negeri 10 Kesiman Denpasar Timur. Jurnal Pendidikan Tambusai, 9(2024), 17864–17869.
Luo, M., & Hancock, J. T. (2020). Self-disclosure and social media: motivations, mechanisms and psychological well-being. Current Opinion in Psychology, 31(2), 110–115. https://doi.org/https://doi.org/10.1016/j.copsyc.2019.08.019
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Putri Amanda, & Mahidin. (2023). Pengaruh Bimbingan Belajar Terhadap Peningkatan Prestasi Belajar Di SMP Perguruan Islam Amalia Medan. G-Couns: Jurnal Bimbingan Dan Konseling, 7(03), 546–556. https://doi.org/10.31316/gcouns.v7i03.4872
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Sivagurunathan, M. et al. (2021). “Punched in the Balls”: Male Intimate Partner Violence Disclosures and Replies on Reddit. American Journal of Men’s Health, 15(4), 1–14. https://doi.org/10.1177/15579883211039666
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Sugiyono. (2018). Metode Penelitian Kuantitatif, Kualitatif, dan RND (1st ed., Vol. 1). Alfabeta.
Suparlan. (2019). Teori Konstruktivisme Dalam Pembelajaran. Islamika: Jurnal Keislaman Dan Ilmu Pendidikan, 1(2), 79–88. https://doi.org/10.24114/kjb.v7i1.10113
Supasa, A. Y. et al. (2024). Exploring the Impact of Gamification on English Language Learning for Students in Asia Countries : A systematic r eview. EDUTREND: Journal of Emerging Issues and Trends, 1(3), 136–151. https://doi.org/doi.org/10.59110/edutrend.460
Suryana, E. et al. (2022). Teori Konstruktivistik dan Implikasinya dalam Pembelajaran. JIIP - Jurnal Ilmiah Ilmu Pendidikan, 5(7), 2070–2080. https://doi.org/10.54371/jiip.v5i7.666
Tobondo, Y. A., & Putra, S. R. (2021). Studi Literatur tentang Pengaruh Gamifikasi terhadap Hasil Belajar dan Keterlibatan Siswa. Jurnal Pandelo’e, 1(1), 28–36.
Tyaningsih, R. Y. et al. (2022). Penerapan Metode Gamifikasi dalam Meningkatkan Motivasi Belajar Mahasiswa pada Mata Kuliah Geometri Analitik Bidang Melalui Aplikasi Kahoot. Griya Journal of Mathematics Education and Application, 2(2), 317–326. https://doi.org/10.29303/griya.v2i2.202
Ulya, Z. (2024). Penerapan Teori Konstruktivisme Menurut Jean Piaget dan Teori Neuroscience dalam Pendidikan. Al-Mudarris: Journal of Education, 7(1), 12–23. https://doi.org/10.32478/vg1nnv56
Vadivel, V. S. et al. (2021). Cultural Emotion Games as Trajectory Learning in Southeast Asia. Entertainment Computing – ICEC 2021, 10(10), 62–74. https://doi.org/doi.org/10.1007/978-3-030-89394-1_5
Vialtsev, M., & Komarov, M. (2024). Qualitative and quantitative models of smart contracts implementation in the sharing economy using a case study of Delimobil. Journal of Asia Business Studies, 1(2), 223–245. https://doi.org/10.1108/JABS-06-2024-0348
Zeng, J. et al. (2024). Exploring the impact of gamification on students’ academic performance: A comprehensive meta-analysis of studies from the year 2008 to 2023. British Journal of Educational Technology, 55(6), 2478–2502. https://doi.org/10.1111/bjet.13471
Alam, A. (2022). Mapping a Sustainable Future Through Conceptualization of Transformative Learning Framework, Education for Sustainable Development, Critical Reflection, and Responsible Citizenship: An Exploration of Pedagogies for Twenty-First Century Learning. ECS Transactions, 107(1), 9827–9840. https://doi.org/10.1149/10701.9827ecst
Alsadoon, E. et al. (2022). Effects of a gamified learning environment on students’ achievement, motivations, and satisfaction. Heliyon, 8(8), 10249–10280. https://doi.org/10.1016/j.heliyon.2022.e10249
Apriyanti, A. et al. (2023). Pengaruh Bimbingan dan Konseling Belajar terhadap Prestasi Belajar Matematika Siswa Sekolah Dasar. Jurnal Basicedu, 7(6), 3970–3979. https://doi.org/10.31004/basicedu.v7i6.6525
Atmowardoyo, H., & Sakkir, G. (2023). Online-Based English Vocabulary Learning Model in the New Normal Era. Celebes Journal of Language Studies, 3(1), 16–23. https://doi.org/10.2991/978-2-38476-084-8_4
Azizah, F. A. et al. (2025). Pengaruh Media Genially Berbasis Gamifikasi terhadap Hasil Belajar Kognitif Siswa Ilmu Pengetahuan Alam SDN 170 Rumpia Kabupaten Wajo. JagoMIPA: Jurnal Pendidikan Matematika Dan IPA, 5(2), 428–438. https://doi.org/10.53299/jagomipa.v5i2.1544
Bakar, S. (2021). Investigating the Dynamics of Contemporary Pedagogical Approaches in Higher Education through Innovations, Challenges, and Paradigm Shifts. Social Science Chronicle, 1(1), 01–19. https://doi.org/10.56106/ssc.2021.009
Blayone, T. J. B. et al. (2017). Democratizing digital learning: theorizing the fully online learning community model. International Journal of Educational Technology in Higher Education, 14(13), 1–16. https://doi.org/10.1186/s41239-017-0051-4
BPS. (2024). Angka Partisipasi Kasar (APK) Perguruan Tinggi (PT) Menurut Provinsi 2024. In Badan Pusat Statistik Indonesia (pp. 1–2). https://www.bps.go.id/id/statistics-table/2/MTQ0MyMy/angka-partisipasi-kasar-apk-perguruan-tinggi-pt-menurut-provinsi.html
Dhamanti, I., & Salsabila. (2025). Unlocking potential: Leveraging IT for technology enhanced healthcare education: A case study from Indonesia. In P. O. De Pablos et al. (Eds.), Information Technologies in Healthcare Industry (Vol. 5, pp. 421–456). Academic Press. https://doi.org/https://doi.org/10.1016/B978-0-443-30168-1.00013-X
Ghozali, I. (2018). Aplikasi Analisis Multivariate dengan Program IBM SPSS 25 Edisi 9. Badan Penerbit Universitas Diponegoro.
Irnawati, D. R. et al. (2024). Pengaruh Pembelajaran Berbasis Gamifikasi terhadap Motivasi Belajar Matematika Pasca Pandemi Covid-19. Cetta: Jurnal Ilmu Pendidikan, 7(1), 82–88. https://doi.org/10.37329/cetta.v7i1.2997
Kartini, S. et al. (2024). Pengaruh Gamifikasi terhadap Hasil Belajar Siswa Kelas X Broadcasting: Studi Penggunaan Quizizz di Sekolah Kejuruan. Edudikara: Jurnal Pendidikan Dan Pembelajaran, 9(2), 81–90. https://doi.org/10.32585/edudikara.v9i2.365
Ke, S. et al. (2025). Exploring the Influence of Interpersonal Relationships on Gamification Preferences in Collaborative IVR Environments. 2025 IEEE Conference Virtual Reality and 3D User Interfaces (VR), 104–114. https://doi.org/10.1109/VR59515.2025.00035
Kemdiktisaintek. (2025). Pengumuman Hasil Seleksi Nasional Berdasarkan Prestasi (SNBP) Tahun 2025 (Issue 1).
Kwak, D.-H. (Austin) et al. (2025). Roles of Psychological Recovery Experiences and Visual Anonymity in Team-based Gamified Online Learning. Journal of Management Information Systems, 42(3), 832–858. https://doi.org/10.1080/07421222.2025.2520175
Lakilaki, E. et al. (2024). Eksplorasi Peran Gamifikasi Dan Motivasi Dalam Dinamika Utbk Di Perguruan Tinggi Negeri Indonesia. INNOVATIVE: Journal Of Social Science Research Volume, 4(5), 2474–2492.
Lakilaki, E. et al. (2025). Dari Nol ke Goal: Mimpi Gratisan ala TELISIK (1st ed.). Penerbit Literasi Nusantara: Malang
Lampropoulos, G., & Sidiropoulos, A. (2024). Impact of Gamification on Students’ Learning Outcomes and Academic Performance: A Longitudinal Study Comparing Online, Traditional, and Gamified Learning. Education Sciences, 14(4), 1–28. https://doi.org/10.3390/educsci14040367
Luh, N. et al. (2025). Pengaruh Penggunaan Media Pembelajaran Berbasis Gamifikasi terhadap Hasil Belajar Peserta Didik Pada Pembelajaran Matematika Kelas IV Sekolah Dasar Negeri 10 Kesiman Denpasar Timur. Jurnal Pendidikan Tambusai, 9(2024), 17864–17869.
Luo, M., & Hancock, J. T. (2020). Self-disclosure and social media: motivations, mechanisms and psychological well-being. Current Opinion in Psychology, 31(2), 110–115. https://doi.org/https://doi.org/10.1016/j.copsyc.2019.08.019
Market Data Forecast. (2024). Global Gamification Education Market Size, Share, Trends, & Growth Forecast Report By Component (Solutions and Services), End-user (Academic and Corporate Training), Deployment Mode (Cloud and On-premise), and Region (North America, Europe, Asia Pacific,. Market Data Forecast. https://www.marketdataforecast.com/market-reports/gamification-education-market/
Ozili, P. K. (2025). Theories of Sustainable Development. Sustainable Development, Humanities, and Social Sciences for Society 5.0, 1(1), 1–12. https://doi.org/10.4018/979-8-3693-7989-9.ch001
Pemerintah Republik Indonesia. (2025). Peraturan Perpustakaan Nasional Nomor 8 Tahun 2025 tentang Rencana Strategis Perpustakaan Nasional Tahun 2025-2029. Perpustakaan Nasional Republik Indonesia: Jakarta.
Putra, A. H., & Mudjiran, M. (2023). Keberhasilan Konseling ditinjau dari Self-Disclosure Klien: Studi pada Klien yang Berasal dari Indonesia. Jurnal Riset Psikologi, 6(4), 190–201. https://doi.org/10.24036/jrp.v6i4.15294
Putri Amanda, & Mahidin. (2023). Pengaruh Bimbingan Belajar Terhadap Peningkatan Prestasi Belajar Di SMP Perguruan Islam Amalia Medan. G-Couns: Jurnal Bimbingan Dan Konseling, 7(03), 546–556. https://doi.org/10.31316/gcouns.v7i03.4872
Rana, S. (2024). Virtual Learning Frontiers: A Documentary Analysis of Online Learning Platforms in Education. International Journal of Advanced Multidisciplinary Research and Studies, 4(1), 248–254. www.multiresearchjournal.com
Rogers, P. . et al. (2008). An Introduction to Sustainable Development. In Routledge (1st ed.). Routledge. https://doi.org/doi.org/10.4324/9781849770477
Rusmiyati, R. et al. (2021). Pengaruh Bimbingan Dan Konseling Belajar Terhadap Prestasi Belajar Siswa. Shine: Jurnal Bimbingan Dan Konseling, 2(1), 63–78. https://doi.org/10.36379/shine.v2i1.186
Saputra, W., & Muqowim, M. (2024). Implementasi Teori Belajar Konstruktivisme dalam Pembelajaran SKI: Studi Kasus pada Madrasah Aliyah di Kota Pekanbaru. Edukatif : Jurnal Ilmu Pendidikan, 6(4), 4048–4056. https://doi.org/10.31004/edukatif.v6i4.7143
Satriawan, R., & Abdullah. (2016). Efektivitas Gamifikasi dalam Pembelajaran Matematika untuk Meningkatkan Motivasi. Jurnal Scientific of Mandalika, 6(2), 1–23.
Sekaran, U., & Bougie, R. (2017). Metode Penelitian Untuk Bisnis : Pendekatan Pengembangan Keahlian, Edisi 6 Buku 1 dan Buku 2. Salemba Empat.
Sheng, D., & Montgomery, H. A. (2025). The financial benefits of going green: an analysis of bank performance and policy impact in China. Studies in Economics and Finance, 42(3), 553–571. https://doi.org/10.1108/SEF-08-2024-0481
Shi, L. et al. (2019). The Evolution of Sustainable Development Theory: Types, Goals, and Research Prospects. Sustainability (Switzerland), 11(24), 1–16. https://doi.org/10.3390/su11247158
Sivagurunathan, M. et al. (2021). “Punched in the Balls”: Male Intimate Partner Violence Disclosures and Replies on Reddit. American Journal of Men’s Health, 15(4), 1–14. https://doi.org/10.1177/15579883211039666
Stepanova, E. R. et al. (2022). Strategies for Fostering a Genuine Feeling of Connection in Technologically Mediated Systems. In Conference on Human Factors in Computing Systems - Proceedings (Vol. 1, Issue 1). Association for Computing Machinery. https://doi.org/10.1145/3491102.3517580
Sugiyono. (2018). Metode Penelitian Kuantitatif, Kualitatif, dan RND (1st ed., Vol. 1). Alfabeta.
Suparlan. (2019). Teori Konstruktivisme Dalam Pembelajaran. Islamika: Jurnal Keislaman Dan Ilmu Pendidikan, 1(2), 79–88. https://doi.org/10.24114/kjb.v7i1.10113
Supasa, A. Y. et al. (2024). Exploring the Impact of Gamification on English Language Learning for Students in Asia Countries : A systematic r eview. EDUTREND: Journal of Emerging Issues and Trends, 1(3), 136–151. https://doi.org/doi.org/10.59110/edutrend.460
Suryana, E. et al. (2022). Teori Konstruktivistik dan Implikasinya dalam Pembelajaran. JIIP - Jurnal Ilmiah Ilmu Pendidikan, 5(7), 2070–2080. https://doi.org/10.54371/jiip.v5i7.666
Tobondo, Y. A., & Putra, S. R. (2021). Studi Literatur tentang Pengaruh Gamifikasi terhadap Hasil Belajar dan Keterlibatan Siswa. Jurnal Pandelo’e, 1(1), 28–36.
Tyaningsih, R. Y. et al. (2022). Penerapan Metode Gamifikasi dalam Meningkatkan Motivasi Belajar Mahasiswa pada Mata Kuliah Geometri Analitik Bidang Melalui Aplikasi Kahoot. Griya Journal of Mathematics Education and Application, 2(2), 317–326. https://doi.org/10.29303/griya.v2i2.202
Ulya, Z. (2024). Penerapan Teori Konstruktivisme Menurut Jean Piaget dan Teori Neuroscience dalam Pendidikan. Al-Mudarris: Journal of Education, 7(1), 12–23. https://doi.org/10.32478/vg1nnv56
Vadivel, V. S. et al. (2021). Cultural Emotion Games as Trajectory Learning in Southeast Asia. Entertainment Computing – ICEC 2021, 10(10), 62–74. https://doi.org/doi.org/10.1007/978-3-030-89394-1_5
Vialtsev, M., & Komarov, M. (2024). Qualitative and quantitative models of smart contracts implementation in the sharing economy using a case study of Delimobil. Journal of Asia Business Studies, 1(2), 223–245. https://doi.org/10.1108/JABS-06-2024-0348
Zeng, J. et al. (2024). Exploring the impact of gamification on students’ academic performance: A comprehensive meta-analysis of studies from the year 2008 to 2023. British Journal of Educational Technology, 55(6), 2478–2502. https://doi.org/10.1111/bjet.13471