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All Journal International Journal of Elementary Education JURNAL MUARA PENDIDIKAN
Sundahry
Universitas Muhammadiyah Muara Bungo, Indonesia
Education Health Professions Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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PENGGUNAAN TEKNOLOGI GAMIFIKASI PADA PEMBELAJARAN IPA DI SEKOLAH DASAR Sundahry; Yantoro
Jurnal Muara Pendidikan Vol. 10 No. 1 (2025): Jurnal Muara Pendidikan, Vol 10 Issue 1, Juni 2025
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/mp.v10i1.2512

Abstract

The purpose of this study is to conduct a systematic literature review (SLR) on the utilization of gamification technology in primary school science learning. Gamification is a learning method that integrates game elements to increase student engagement in the learning process. In this study, researchers analyzed papers published between 2020 and 2024 that focused on the application of gamification in primary education. The research shows that gamification is effective in creating an interactive and fun learning environment and can increase students' science learning motivation. The method also helps teachers present material in a way that is more interesting and easy for students to understand. Therefore, the use of gamification in science learning not only improves learning outcomes but also encourages students to actively participate in the learning process. This study recommends that teachers consider using gamification as an innovative teaching strategy to achieve more optimal learning outcomes.
Integration of PCK, Digital Literacy, and Learning Design Skills: Factors Influencing Impactful Elementary Teaching Sundahry; Syahrial; Yantoro; Destrinelli
International Journal of Elementary Education Vol 9 No 4 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v9i4.106479

Abstract

The main problem in teacher education lies in the suboptimal integration of Pedagogical Content Knowledge (PCK), digital literacy, and instructional design skills in authentic teaching practice. The integration of these competencies remains emergent among prospective teachers who are transitioning to professional practice. This study aims to explore the integration of these competencies in achieving impactful learning. This research employed a qualitative approach with a phenomenological design. The participants consisted of 15 final semester students from a teacher education program. Data were collected through semi structured Forum Group Interviews (FGI) and analyzed using thematic analysis based on Creswell’s six step model.The findings indicate that prospective teachers possess foundational understanding of each competency; however, their integration remains gradual. Five major themes were identified impactful instructional design, integration of PCK and technology, digital literacy practices, systematic instructional design processes, and facilitating and hindering factors. Field experience emerged as the most transformative factor in shifting perspectives toward a pedagogy first orientation.The study concludes that competency integration depends on authentic experiences, consistent pedagogical modeling, and structured reflection. The implication is that teacher education programs should strengthen field practice, mentor collaboration, and design based learning challenges to accelerate the integration of competencies.
Co-Authors Destrinelli Syahrial Yantoro Yantoro, Y