Article Per Year (5 Year)
p-Index From 2020 - 2025
0.23
P-Index
This Author published in this journals
All Journal Jurnal Pengabdian Masyarakat dan Riset Pendidikan
Alim Nur Khafidh
Unknown Affiliation
Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
Pemanfaatan Game Based Learning dan Gamifikasi Adaptif dalam Pembelajaran STEM: Penelitian Alim Nur Khafidh; Fitria Widyawati; Najarudin; Selvi Yani; Yeni Nuraeni; Indrawati; Virga Inesrawanti; Hari Abdus Salam; Fitri Damayanti
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 2 (2025): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 2 (October 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i2.3419

Abstract

The 21st-century education paradigm demands that students master critical thinking, collaboration, communication, and creativity skills (4C), which align with the Science, Technology, Engineering, and Mathematics (STEM) approach. However, the implementation of STEM education in Indonesia still faces challenges such as low student motivation, engagement, and problem-solving abilities. This study aims to examine the potential of utilizing Game-Based Learning (GBL) with adaptive gamification as an innovative strategy to overcome these obstacles. A qualitative research method was employed through a literature study approach, drawing data from national and international journal articles, conference proceedings, and academic books published within the last 5–10 years. Data were collected through academic database searches (Scopus, Google Scholar, DOAJ, and Sinta) and analyzed using content analysis techniques involving reduction, categorization, and synthesis of findings. The results indicate that GBL can enhance students’ intrinsic motivation, engagement, and academic performance in STEM learning, particularly when designed with authentic, adaptive, and reflective elements. The identified advantages include increased motivation, personalized learning, and improved problem-solving skills, whereas the limitations involve infrastructural readiness, teacher competence, and potential design-related distractions.
Co-Authors Fitri Damayanti Fitria Widyawati Hari Abdus Salam Indrawati Najarudin Selvi Yani Virga Inesrawanti Yeni Nuraeni