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All Journal Jurnal Ilmiah Pendidikan Citra Bakti Eduproxima : Jurnal Ilmiah Pendidikan IPA MAHATANI: Jurnal Agribisnis (Agribusiness and Agricultural Economics Journal) Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Thawalib: Jurnal Kependidikan Islam Jurnal Kajian Pendidikan IPA Didaktika Sinergi International Journal of Education Jurnal Pengabdian Masyarakat Sinergi International Journal of Psychology Jurnal Pgmi Uniga
Ade Holis, Ade
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Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Journal : Sinergi International Journal of Education

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Game-Based Learning for the Digital Age: A Narrative Review across Educational Levels Usman, Asep Tutun; Anisah, Ani Siti; Marwah, Sopa Siti; Holis, Ade
Sinergi International Journal of Education Vol. 3 No. 2 (2025): May 2025
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/education.v3i2.697

Abstract

This narrative review investigates the effectiveness of gamification in improving student engagement and academic performance across educational levels. The study aims to explore how gamified learning environments influence cognitive, behavioral, and emotional aspects of learning. A structured narrative methodology was employed, synthesizing empirical evidence from global studies, including quantitative and qualitative data, to identify key themes and trends in gamified education. Findings indicate that gamification significantly enhances student engagement, participation, and learning outcomes through the use of points, badges, leaderboards, and real-time feedback. These elements align with classical learning theories such as behaviorism and constructivism, and when designed in accordance with self-determination principles, promote intrinsic motivation and learner autonomy. The integration of gamification is particularly effective when adapted to students' cognitive development levels, demonstrating differentiated impact across primary, secondary, and tertiary education. However, systemic challenges such as infrastructure limitations, teacher preparedness, and policy gaps hinder optimal implementation. The discussion emphasizes the need for comprehensive policy support, investment in digital infrastructure, and professional development for educators. The study concludes that gamification is a powerful pedagogical approach when applied strategically, offering a transformative path toward inclusive, interactive, and effective education.
Bridging the Digital Divide: A Narrative Review of Teacher Professional Development in the 21st Century Anisah, Ani Siti; Siti, Sopa; Holis, Ade
Sinergi International Journal of Education Vol. 2 No. 3 (2024): August 2024
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/education.v2i3.699

Abstract

The rapid digitalization of education has placed new demands on teacher competence and institutional support systems. This narrative review aims to synthesize empirical evidence on digital competence development among teachers and analyze the systemic factors that influence the success of training programs. A structured literature synthesis was conducted across peer-reviewed sources focusing on digital readiness, training models, infrastructure, and policy frameworks. Findings reveal significant disparities in digital competence influenced by teacher age, region, and educational level. Teachers in urban settings generally demonstrate higher digital skills due to better infrastructure and support. Systemic barriers such as limited funding, rigid organizational structures, and inadequate policy backing contribute to uneven training outcomes. However, programs that integrate technical, pedagogical, and content knowledge (TPACK), with sustained mentoring and reflective practices, show considerable promise in improving digital integration. School culture and leadership further impact teacher confidence, with collaborative environments promoting innovation. This study underscores the urgency of reforming digital training strategies through inclusive and adaptive models that address both technical and emotional aspects of teaching in the digital era. Policy recommendations include expanding access to infrastructure, enhancing mental health support, and investing in hybrid and personalized professional development. The findings contribute to global discourse on education reform and provide a roadmap for bridging the digital divide in diverse learning environments.
Co-Authors Amirudin, Ja'far Amirudin, Jafar Ani Siti Anisah, Ani Siti Apriliani, Tsani Aryuni, Muthia Karwati, Neng Novi Komariah, Iis Mahmudah, Nadza Naimatul Marwah, Sopa Siti Masripah Mubarokah, Gina Nopita Azhari, Selli NURUL AZIZAH Nurul Fatonah, Nurul Padilaturrahmah, Salwa Rahmawati Savitri, Nursiva Sembiring, Rinawati Siti, Sopa Tina Rahmawati Triani, Selma Ubaidillah, Muhamad Irsad Usman, Asep Tutun