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All Journal Aulad : Journal on Early Childhood Proceeding of The International Conference on Social Sciences and Humanities Innovation
Laesti Nurishlah
Sekolah Tinggi Agama Islam Sabili Bandung
Humanities Education Public Health 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.
Strategi Perencanaan Pembelajaran untuk Menumbuhkan Epistemic Curiosity Anak Usia Dini Jeane Siti Dwijantie; Laesti Nurishlah
Aulad: Journal on Early Childhood Vol. 8 No. 2 (2025): May - August 2025
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/aulad.v8i2.1298

Abstract

Masa transisi dari PAUD ke Sekolah Dasar merupakan periode emas untuk menumbuhkan epistemic curiosity anak, karena pada usia 6–7 tahun rasa ingin tahu muncul secara spontan tanpa kekhawatiran akan kesalahan atau keinginan untuk dinilai. Penelitian ini bertujuan merumuskan prinsip strategi perencanaan pembelajaran berbasis Systematic Literature Review (SLR) guna mengoptimalkan epistemic curiosity anak. Metode SLR digunakan dengan menganalisis 17 artikel menggunakan protokol PRISMA. Data dianalisis secara tematik. Hasil menunjukkan bahwa epistemic curiosity terdiri atas tipe interest (karena kebaruan) dan deprivation (karena kebutuhan informasi). Pembelajaran perlu menggabungkan stimulus kebaruan dengan penugasan yang menantang berpikir mendalam. Guru perlu menciptakan suasana belajar yang fleksibel, inklusif, dan mendorong eksplorasi aktif tanpa tekanan penilaian. Temuan ini menjadi acuan praktis dalam menyusun strategi pembelajaran yang sesuai dengan perkembangan epistemic curiosity anak di masa awal sekolah, sehingga potensi rasa ingin tahu mereka dapat dipelihara dan diarahkan secara optimal sejak dini.
Co-Authors Jeane Siti Dwijantie Koko Adya Winata M. Al Ravi Azis Romi Wilza Syifa Rohmati Mashfufah