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All Journal KALAMATIKA Jurnal Pendidikan Matematika Thawalib: Jurnal Kependidikan Islam Al Tahdzib: Jurnal Pendidikan Islam Anak Usia Dini
situmeang, muhamad sukri
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Education Mathematics

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Revisiting digital game-based mathematics learning: Global insights into thinking and attitudes from a PRISMA-guided review Yulianto, Dwi; Situmeang, Muhamad Sukri; Anwar, Syahrul; Puspitasari, Nita
KALAMATIKA Jurnal Pendidikan Matematika Vol 10 No 2 (2025): KALAMATIKA November 2025
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/KALAMATIKA.vol10no2.2025pp94-116

Abstract

This study employed a Systematic Literature Review (SLR) following the PRISMA 2020 guidelines to evaluate the impact of Game-Based Learning (GBL) on students’ cognitive and affective domains in mathematics education. Seventeen empirical studies published between 2018 and early 2025 were rigorously selected based on strict criteria emphasizing methodological quality and relevance to cognitive and affective aspects of mathematics learning. The findings consistently indicate that GBL significantly enhances cognitive outcomes, including conceptual understanding, problem-solving skills, and critical thinking abilities—particularly when supported by digital tools such as augmented reality, 3D escape rooms, and gamified platforms. In addition, GBL positively influences affective outcomes by increasing student motivation, fostering more favorable attitudes toward mathematics, and reducing math anxiety. However, assessments of affective domains remain less standardized than those of cognitive outcomes. Key contextual factors such as students’ prior knowledge, the quality of game design, intervention duration, and teacher preparedness were found to be critical in determining GBL effectiveness. The review also highlights the dominance of digital GBL in resource-rich environments while recognizing the potential of non-digital adaptations in low-resource contexts. Drawing on diverse international evidence, this review underscores GBL’s potential as an innovative pedagogical strategy that effectively integrates cognitive and affective learning. Practical recommendations include culturally responsive game design, comprehensive teacher training, and equitable access to technology to ensure successful GBL implementation across varied educational settings.
The Impact of Outdoor Learning Strategies Based on Islamic Religious Education Values on the Spiritual Intelligence of Early Childhood Nurrohman, Nurrohman; Farida, Farida; Situmeang, Muhamad Sukri; Waeno, Mahamadaree; Zada, Mohd Ziaolhaq Qazi
Al Tahdzib: Jurnal Pendidikan Islam Anak Usia Dini Vol. 4 No. 2 (2025): Al Tahdzib: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : STAI Publisistik Thawalib Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54150/altahdzib.v4i2.636

Abstract

The spiritual intelligence of early childhood remains relatively low; thus, innovative, contextual, and experiential-based Islamic education strategies are required to support the spiritual, social, emotional, and physical development of children. This study aims to enhance children's spiritual abilities through interactive, contextually relevant outdoor Islamic Religious Education activities. The research employed an experimental design with observational data from 15 students. Data analysis was conducted using validity testing and t-tests in SPSS. The study's pretest results indicated low to moderate spiritual abilities in early childhood (average score 1.33–1.67), particularly in identifying religion, mimicking worship movements, reciting prayers, and distinguishing between good and bad behaviour. Observation of Outdoor Islamic Religious Education activities revealed improvement, with children displaying increased enthusiasm, greater orderliness in the mosque/musholla, greater independence during ablution, greater mimicry of prayer movements, and greater diligence in reading the Qur'an (average score 2–3, categorized as Moderate–Good). The posttest showed a significant improvement (average score 2.33–2.67), reflecting a better understanding of religious teachings, improved worship skills, and positive behaviour. Pearson validity test (r=0.977, p=0.000) and the t-test (p=0.000) confirmed that the data were valid and showed a significant increase in spiritual intelligence. In conclusion, outdoor Islamic Religious Education activities enhance religious understanding, worship skills, positive behaviour, and motor, coordination, and social skills, with statistically significant results
The Influence of Islamic Value-Based Character Education on the Formation of Students’ Morals Murtadlo, Sururul; Arifin, A Zaenal; Situmeang, Muhamad Sukri
Thawalib: Jurnal Kependidikan Islam Vol. 6 No. 2 (2025): Thawalib: Jurnal Kependidikan Islam
Publisher : STAI Publisistik Thawalib Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54150/thawalib.v6i2.595

Abstract

Character education for early childhood is crucial for instilling moral, religious, and social values through habituation, exemplary behavior, play, and cultural integration to develop a positive personality from an early age. This study aims to assess the effectiveness of the IRCE model in systematically instilling Islamic values to shape morally upright and socially responsive young children. The research employed a quantitative correlational design, including validity and reliability tests and t-tests conducted using SmartPLS. The results indicate that the t-statistic for the IRCE–SM relationship is 24.406 with p = 0.000, far exceeding the critical t-value of 1.96, indicating a significant relationship. The very small p-value further confirms that this effect is not due to chance, demonstrating that changes in IRCE genuinely impact SM. In early childhood education, structured learning based on the teachings of the Qur’an and Hadith has been shown to foster positive attitudes. Children exhibit enthusiasm for learning, emulate Hadith teachings, adhere to rules, and demonstrate honesty, politeness, and empathy. They avoid negative behaviors, show discipline, and are helpful, resulting in the strong development of Islamic character. Conclusion: The IRCE model significantly influences character development in children, enhancing learning motivation, religious attitudes, empathy, discipline, and positive behavior through the teaching of Qur’anic and Hadith values.
Co-Authors Arifin, A Zaenal Dwi Yulianto Farida Farida Murtadlo, Sururul nita puspitasari Nurrohman Nurrohman Waeno, Mahamadaree Zada, Mohd Ziaolhaq Qazi