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All Journal MENDIDIK: Jurnal Kajian Pendidikan dan Pengajaran Jurnal Cahaya Edukasi
Aulia, Rivan Fatwa
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Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Trends Modern Games in English Language Learning For Young Learners: A Systematic Literature Review Munawaroh, Tatu; Sahrudin, Asep; Aulia, Rivan Fatwa; Janah, Miftahul
MENDIDIK: Jurnal Kajian Pendidikan dan Pengajaran Vol 11 No 1 (2025)
Publisher : Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30653/003.2025111.368

Abstract

ABSTRACK Modern games are type of game that is loved in the midst of technological sophistication. This study aims to analyze modern games in english language for young readers from research articles. A systematic review was conducted in this study to show the findings of relevant studies on modern games that are often used in schools. Three criteria were used for the systematic review: modern game, english language, and young learner. Based on search, only six articles were included in a systematic review out of 100 articles screened by criteria; Modern Game in English Language from 2019 to 2024. The results of this study show the tendency of modern use of games into learning media, the tendency of English materials into learning content, and finally the tendency of technological involvement in producing learning media. Following up on this research, the tendency of technological and gaming touches can be integrated to design a new framework for the development of English learning technology. These findings are directed so that teachers or educators can develop English learning easily and interestingly. So that young learners are more motivated to learn together.
Epistemology and Pedagogy: Knowledge, Comprehension, and Learning in Education Re-thought a Systematic Literature Review Aulia, Rivan Fatwa; Janah, Miftahul; Masturoh, Siti; Anidapriyani, Siti; Mufidah, Mufidah; Cahya, Nur
Jurnal Cahaya Edukasi Vol 3 No 1 (2026): Januari 2026
Publisher : Cahaya Smart Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63863/jce.v3i1.274

Abstract

This research explores the interdependence of epistemology, pedagogy, and learning theory in modern-day educational reform through a systematic literature review. Reacting to rising criticisms of traditional educational frameworks that view knowledge as pre-existing and transferable, this paper highlights a move towards redefining knowledge as contextual, constructed, and socially mediated. The published peer-reviewed articles related to epistemological orientations, pedagogical practices, and learning processes are reviewed and published during the period 2019-2025, with a special focus on the constructivist and progressive approaches. As the results indicate, epistemological beliefs play a critical role in shaping pedagogy; the constructivist, pragmatic, and critical epistemologies are closely related to the learner-centered instruction model and support and encourage meaning-making, inquiry, and dialogue. On the other hand, classic epistemological approaches have been associated with supporting the teacher-centered pedagogy and surface learning outcomes. Also, the alignment of teachers’ epistemological beliefs is highlighted in the review as a mediating factor in curriculum design and instruction choice. In sum, the research argues that successful and significant educational change requires consistency of assumptions on epistemology, pedagogical strategies, and learning theories. The coordination between these three areas is not optional for the creation of profound knowledge, self-directed learning in the students, and long-lasting learning in the twenty-first-century learning environment.
Co-Authors Anidapriyani, Siti Cahya, Nur Miftahul Janah, Miftahul Mufidah Mufidah Sahrudin, Asep Siti Masturoh Tatu Munawaroh