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All Journal Proceeding International Conference on Education Jurnal Riset Pendidikan Multidisiplin dan Pengabdian Kepada Masyarakat
Inayah, Zaidatul
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Integrating Gamification into Deep Learning in Elementary Education Rahmawati, Emma; Inayah, Zaidatul
Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education
Publisher : Faculty of Tarbiyah, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

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Abstract

This study examines the integration of gamification into the implementation of deep learning in elementary education. Deep learning is not a new curriculum, but rather a pedagogical approach that emphasizes meaningful, mindful, and joyful learning. The primary focus of this research is to analyze how gamified elements align with the principles of deep learning and how their application can enhance students’ conceptual understanding, reflective engagement, and learning motivation. This study employs a qualitative method using content analysis based on the Miles and Huberman model, with data collected from various literature sources, including scholarly journals, reference books, policy documents, and best practices in education. The findings indicate that gamification can support deep learning, especially when designed to foster connections between learning content and real-life experiences (meaningful), involve students in reflection and responsibility for their own learning (mindful), and create an interactive and enjoyable classroom environment (joyful). The study also reveals that this approach aligns with the development of foundational literacies, 21st-century competencies, and adaptive character traits that are relevant to the needs of learners in the digital age. It is concluded that gamification holds significant potential as an effective pedagogical strategy to support the transformation of elementary education through a deep learning approach.
Integrasi Landasan Teori Belajar dalam Perancangan Media Pembelajaran yang Efektif Rahmah, Uly Zulfatur; Inayah, Zaidatul; Faishol, Riza
Jurnal Riset Pendidikan Multidisiplin dan Pengabdian Kepada Masyarakat Vol. 1 No. 4 (2025): Desember 2025 - Januari 2026
Publisher : SMA Negeri 1 Bangkinang Kota

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrppm.v1i4.107

Abstract

The integration of digital technology in the 4.0 and Society 5.0 eras has transformed education globally. However, sophisticated learning media alone do not guarantee optimal learning outcomes, as poor instructional design can cause cognitive overload. This study aims to analyze the integration of behavioristic, cognitivist, and constructivist learning theory principles in designing effective learning media. Using a qualitative library research method, data were systematically collected from journals indexed in SINTA, Garuda, and Google Scholar (2014–2024). The findings reveal that the three theories are complementary: Behaviorism contributes structured feedback mechanisms, cognitivism (especially CTML) guides optimal information presentation, and constructivism directs the creation of authentic and collaborative learning environments. An integrative layered model is proposed, where the presentation layer is based on cognitivism, the interaction layer on behaviorism, and the overall learning experience on constructivism. This study concludes that effective learning media must be theory-informed and pedagogy-driven, integrating these theoretical perspectives to create media that is not only high-tech but also high-pedagogy. Kata Kunci: learning media design, learning theory integration, behaviorism, cognitivism, constructivism   ABSTRAK Revolusi industri 4.0 dan society 5.0 telah mentransformasi pendidikan global dengan integrasi teknologi digital yang masif. Namun, media pembelajaran berbasis teknologi yang canggih saja tidak menjamin tercapainya hasil belajar yang optimal. Penelitian ini bertujuan menganalisis integrasi prinsip teori belajar behavioristik, kognitivistik, dan konstruktivistik dalam perancangan media pembelajaran yang efektif. Dengan metode penelitian kualitatif studi pustaka, data dikumpulkan melalui systematic literature review terhadap jurnal bereputasi yang terindeks SINTA, Garuda, dan Google Scholar tahun 2014-2024. Hasil penelitian menunjukkan bahwa ketiga teori saling melengkapi: behaviorisme berkontribusi pada mekanisme umpan balik terstruktur, kognitivisme (khususnya CTML) memandu desain presentasi informasi yang optimal, dan konstruktivisme mengarahkan penciptaan lingkungan belajar yang autentik dan kolaboratif. Diajukan model berlapis integratif di mana lapisan presentasi informasi berbasis kognitivisme, lapisan interaksi berbasis behaviorisme, dan lapisan pengalaman belajar keseluruhan berbasis konstruktivisme. Disimpulkan bahwa desain media pembelajaran yang efektif harus bersifat theory-informed dan pedagogy-driven dengan mengintegrasikan ketiga perspektif teoretik ini untuk menciptakan media pembelajaran yang tidak hanya high-tech tetapi juga high-pedagogy.
Co-Authors Emma Rahmawati Rahmah, Uly Zulfatur Riza Faishol