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All Journal Jurnal Pendidikan Vokasi Jurnal Pendidikan Teknologi dan Kejuruan Harmonia: Journal of Research and Education Tadris: Jurnal keguruan dan Ilmu Tarbiyah Journal of Educational Research and Evaluation Journal of Education Technology Jurnal EDUCATIO: Jurnal Pendidikan Indonesia International Journal for Educational and Vocational Studies Jurnal Paedagogy Journal of Educational Sciences Jurnal Pendidikan Tari
Kusumawardani, Dwi
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Religion Arts Humanities Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Public Health Social Sciences Other

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Revisiting Digital Storytelling as a Pedagogical Strategy in Educational Technology: A Systematic Literature Review of Recent Evidence Pratiwi, Oktovianti; Kustandi, Cecep; Kusumawardani, Dwi; Rahmadi, Imam Fitri
Jurnal Paedagogy Vol. 13 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i1.18995

Abstract

This study aims to systematically examine the utilization of digital storytelling (DST) in the context of educational technology, focusing on the digital media used, supporting platforms and their impact on student learning processes and outcomes. The study was conducted using the Systematic Literature Review (SLR) method based on the PRISMA 2020 guidelines and involved 36 scientific articles f published in the 2020–2024 period. The results of the thematic analysis showed that the most dominant digital media used was narrative video, followed by digital comics, story-based games and interactive applications. Various platforms and technological tools are utilized, reflecting the flexibility of DST implementation across various educational levels and subject areas. DST implementation has been reported to improve students' learning motivation, emotional engagement, digital literacy, communication and collaboration skills. This study confirms that DST is a technology-based learning strategy that is relevant and adaptive to 21st-century needs. These findings are expected to serve as a reference for developing more effective and contextually grounded digital narrative-based instructional innovations. Future research is recommended to examine how specific types of DST media influence measurable learning outcomes and to develop practical, pedagogically grounded implementation models that can be effectively adopted by teachers across diverse educational contexts.
Gamification in Contextual Learning-Based Approaches: A Systematic Review of Empirical Research Aurellia, Gracelda Luthfi; Kustandi , Cecep; Kusumawardani, Dwi; Rahmadi , Imam Fitri
Journal of Educational Sciences Vol. 10 No. 3 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.3.p.404-415

Abstract

Gamification is widely used to increase student motivation and participation, yet evidence on its effective integration with Contextual Teaching and Learning (CTL) remains fragmented. This systematic review aims to map how gamification elements are integrated with CTL components and how the integration relates to reported learning outcomes. The review followed PRISMA 2020 guidelines through a structured search in Scopus, screening based on predefined inclusion and exclusion criteria, and methodological quality assessment prior to synthesis. Included studies were analyzed narratively by coding gamification elements, CTL implementation (authentic context, inquiry/discovery, collaboration, and reflection), research design, educational level, and outcome indicators. The synthesis suggests that integration is most consistently associated with positive outcomes when game elements are embedded in authentic, context-rich tasks and inquiry-oriented activities, supported by clear learning goals and formative feedback. However, the current evidence base is constrained by limited coverage of early childhood education, short intervention durations, and incomplete reporting of implementation fidelity. Future research should expand educational contexts, improve transparency in documenting CTL enactment and gamification use, and apply longer-duration designs to evaluate sustained outcomes.
Development and Empirical Evaluation of a Gamification-Driven Learning Model for Digital Native Learners in Higher Education: The CIRCUS Framework Nursetyo, Kunto Imbar; Situmorang, Robinson; Kusumawardani, Dwi
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 1 (2026): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v11i1.28982

Abstract

This study aimed to develop and empirically evaluate a gamification-driven learning model designed to address the learning characteristics of digital native students in higher education. Despite the growing body of evidence supporting gamification as a pedagogical strategy, most implementations remain fragmented and lack a structured instructional design framework, representing a critical gap in the literature. This research employed a Research and Development (R&D) approach to design and validate an instructional model called CIRCUS, comprising six systematic stages: Consider Needs, Inspect Content, Regulate Objective, Construct Prototype, Utilize Prototype, and Summing-Up. The study involved three panels of participants: three Educational Technology experts who evaluated model validity, eighteen university lecturers who assessed model practicality, and 62 undergraduate students from Universitas Negeri Jakarta who participated in a field trial across Big Data and Programming courses. Validity was assessed using Aiken's V index, yielding an average of 0.87, which exceeds the minimum threshold of 0.80 and confirms strong expert agreement on the model's syntactic and conceptual coherence. Practicality was assessed through a 5-point Likert scale survey, with lecturers awarding an average score of 85%, categorized as very practical. The gamification product integrated into the Learning Management System was validated as feasible by content and media experts. The field trial demonstrated a statistically meaningful improvement in student learning achievement, increasing from a mean of 68% prior to implementation to 82% following the intervention, yielding a normalized gain of 0.44 (medium category). Furthermore, 89% of students earned all five available achievement badges and 94% completed the instructional game embedded in the system. These findings suggest that a structured, theoretically grounded gamification framework can meaningfully enhance engagement, participation, and academic performance among digital native learners. The CIRCUS model represents a replicable instructional design contribution that integrates gamification principles with established pedagogical objectives.
Co-Authors Afrida Yeni, Agnes Agustini Aurellia, Gracelda Luthfi Budiawan, Agung Bunyamin, Eskawati Musyarofah Cecep Kustandi Chaeruman, Uwes Anis DEDEN HAERUDIN Erika Kharisma Damayanti Hariyani, Mutia Khaerudin Khaerudin Khaerudin Kustandi , Cecep Kusumawati, Galuh Indri Moch Sukardjo Mustakim, Amirul Mutiara Sari, Kartika Naimah, Auliya Ni’mah, Ni’mah Nimah, Nimah Nursetyo, Kunto Imbar Pratiwi, Oktovianti R.A Murti Kusuma Wirasti Rahmadi , Imam Fitri Rahmadi, Imam Fitri Rahmida Setiawati Ramadani, Zulri Resmiaty, Tetty Sari, Ruhyat Wulan Siregar, Eveline Situmorang, Robinson Syella Yuliamanesti, Afridha Yunianti, Ni Putu Wendi