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All Journal JTP - Jurnal Teknologi Pendidikan Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Journal of Science and Education (JSE) Prosiding Seminar Nasional Pengabdian Kepada Masyarakat Jurnal Pendidikan Tari International Journal of Educational Technology and Society Prosiding Seminar Nasional Ilmu Pendidikan International Journal of Studies in International Education Proceeding of the International Conference on Global Education and Learning
Dwi Kusumawardani
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Religion Arts Humanities Automotive Engineering Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Public Health Social Sciences Other

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The Effectiveness of Game-Based Learning Interactive E-Modules in Enhancing Students' Learning Concentration: A Systematic Literature Review Arcita Rizara; Dwi Kusumawardani; Mita Septiani
Proceeding of the International Conference on Global Education and Learning Vol. 2 No. 2 (2025): December : Proceeding of the International Conference on Global Education and L
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/icgel.v2i2.163

Abstract

This systematic literature review examines the effectiveness of game-based learning (GBL) interactive e-modules in improving students' learning concentration. The study synthesizes the findings from eight research articles published between 2012 and 2025. The analysis reveals that GBL-based e-modules significantly enhance learning motivation, with validity rates ranging from 90% to 99%. Additionally, the use of interactive platforms such as Wordwall, Gimkit, and other digital tools effectively supports various learning styles, particularly visual and kinesthetic learners. The review highlights that student engagement levels improve significantly, ranging from 67.42% to 87.12%. Furthermore, these e-modules positively impact learning outcomes, providing a more engaging and interactive approach to education. By integrating gamification elements, the e-modules create a dynamic and motivating learning environment that fosters better concentration and focus among students. The review concludes that GBL-based e-modules are an effective educational strategy, particularly in geography education at the high school level. These tools not only engage students in a fun and interactive manner but also improve their ability to focus, leading to enhanced learning experiences. As a result, incorporating GBL-based e-modules in educational practices can contribute to better learning concentration and overall academic performance.
Studi Komparatif Berbasis Literatur tentang Strategi Pembelajaran Abad 21 melalui Pendekatan Digital Storytelling dalam Penguatan Pendidikan Karakter Oktovianti Pratiwi; Cecep Kustandi; Dwi Kusumawardani; Imam Fitri Rahmadi
Prosiding Seminar Nasional Ilmu Pendidikan Vol. 2 No. 2 (2025): Desember : Prosiding Seminar Nasional Ilmu Pendidikan
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/prosemnasipi.v2i2.162

Abstract

This study aims to explore the role of digital storytelling (DST) as a 21st-century learning strategy in strengthening character education. The rapid development of digital technology and the growing emphasis on student-centered learning have made DST a relevant pedagogical approach that integrates creativity, critical thinking, collaboration, and communication with values-based education. Using a simple systematic literature review (SLR) approach, this study analyzed eight peer-reviewed journal articles published between 2020 and 2024, obtained from international academic databases Scopus. Thematic content analysis was used to synthesize findings and map the contribution of DST to 21st-century learning competencies and character development. The results identified eight key themes: increased student engagement, improved collaboration and communication, enhanced critical thinking and decision-making, creativity and multimodal expression, self-reflection and identity building, empathy and social awareness, interdisciplinary and authentic learning, and the formation of moral values. These findings support constructivist and experiential learning theories and suggest that DST not only enhances cognitive skills but also facilitates affective and ethical development. The study concludes that DST can be a transformative instructional tool in modern education. Practical implications include integrating DST into curricula across disciplines and levels, and equipping educators with training in digital pedagogy and reflective teaching design. Further research is recommended to explore DST implementation in primary and secondary schools and to evaluate its impact using mixed methods.
Co-Authors A.Z.DE Markus Tarigan ALVERINA, CLARA Arcita Rizara Auliya Naimah Cecep Kustandi Dias Yuditia Pribadi Didin Supriadi Eveline Siregar Farhan Apriadhi Ghazaly Fitriana Eka Putri Henriette, Pavita Imam Fitri Rahmadi Indro Moerdisuroso Lestari, Nita M. Asril Maulita Meysanti Setiawan Mita Septiani Murni Winarsih Oktovianti Pratiwi Rien Safrina Rizki Taufik Rakhman Selly Oktarini Siti Alsyamsari Abriyanti Situmorang, Robinson Syiva Restu Shabrina Tuteng Suwandi