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All Journal Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Proceeding of The International Conference on Social Sciences and Humanities Innovation
Koko Adya Winata
Sekolah Tinggi Agama Islam Sabili Bandung
Humanities Decision Sciences, Operations Research & Management Education Social Sciences

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Gamification in Islamic Religious Education for Primary Students: A Systematic Review on Motivation, Emotional Engagement, and Learning Psychology M. Al Ravi Azis; Koko Adya Winata; Laesti Nurishlah; Syifa Rohmati Mashfufah; Romi Wilza
Proceeding of the International Conference on Social Sciences and Humanities Innovation Vol. 2 No. 2 (2025): December : Proceeding of the International Conference on Social Sciences and Hu
Publisher : Asosiasi Peneliti dan Pengajar Ilmu Sosial Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70062/icsshi.v2i2.71

Abstract

This article delves into the application of gamification in Islamic Religious Education (IRE) for primary school students, focusing on its impact on motivation, emotional engagement, and learning psychology. It offers a systematic review of relevant studies, evaluating both the positive outcomes and challenges of using gamification in IRE. A thorough library research approach was used, drawing from academic journals, books, and conference papers. Key databases like Google Scholar, JSTOR, and ERIC were searched to identify studies published between 2010 and 2025. Studies that met specific criteria relevance to the topic, educational level, and a focus on gamification, motivation, emotional engagement, and learning psychology were selected. The findings suggest that gamification in IRE can significantly enhance student motivation, emotional engagement, and learning outcomes. Elements such as rewards, challenges, and interactive activities help create a positive learning environment, promoting better retention and understanding of Islamic teachings. Emotional engagement is particularly heightened when gamification is tailored to the cultural and religious contexts of the students, fostering a deeper connection to the material. The study emphasizes that incorporating gamification in IRE could enhance the overall educational experience for primary students, boosting their motivation and emotional involvement in learning. It also highlights the importance of designing gamified content that is culturally relevant and contextually appropriate to maximize the positive effects on student learning. The study recommends that educators, curriculum developers, and policymakers consider using gamification to improve the quality of Islamic education in primary schools.
Deep learning as a catalyst for competency-based educational transformation in the Merdeka Belajar curriculum Koko Adya Winata; Edi Sofyan; Afeefa Binti Aminuddin; Hisny Fajrussalam
Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Vol. 10 No. 2 (2026)
Publisher : Directorate of Research and Community ServiceUniversitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jk.v10i2.95585

Abstract

This study examines deep learning—understood here as a pedagogical approach oriented towards meaningful understanding rather than as an artificial-intelligence technique—as a catalyst for competency-based educational transformation within Indonesia's Merdeka Belajar curriculum. Although the curriculum has been implemented progressively since 2021, classroom practice often remains procedural and examination-oriented, and Indonesian students' PISA 2022 performance remains below the OECD average. Using a qualitative systematic literature review guided by PRISMA 2020, we retrieved peer-reviewed articles, policy documents, and official reports published between 2020 and 2025 from Scopus, ERIC, DOAJ, Google Scholar, and SINTA-indexed journals; screened them against explicit inclusion and exclusion criteria; and analysed them through directed content analysis. The synthesis identifies three interrelated findings: (1) educational transformation stalls when learner-centred policy is not translated into metacognitive and assessment practices at classroom level; (2) the Merdeka Belajar curriculum provides structural affordances for deep learning—essential content, differentiated instruction and project-based learning—but these remain under-exploited; and (3) six principles of deep learning are associated with cognitive, affective and socio-psychomotor competence development. The study proposes an integrative conceptual model linking deep-learning principles with the philosophical and structural dimensions of the Merdeka Belajar curriculum, positioning metacognitive reflection, interdisciplinary integration and authentic assessment as the mechanisms through which curricular flexibility becomes substantive transformation. The model offers a basis for teacher professional development and for future empirical testing.
Co-Authors Afeefa Binti Aminuddin Edi Sofyan Hisny Fajrussalam Laesti Nurishlah M. Al Ravi Azis Romi Wilza Syifa Rohmati Mashfufah