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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Journal of Future Education
Perawati Silalahi
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Education Languange, Linguistic, Communication & Media Mathematics Other

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KESIAPAN PEDAGOGIS DIGITAL GURU DALAM OPTIMALISASI GAMIFIKASI UNTUK PEMBELAJARAN MENDALAM: SYSTEMATIC LITERATURE REVIEW PADA TRANSFORMASI PENDIDIKAN DASAR DI INDONESIA Lidia Aprileny Hutahaean; Resmi; Perawati Silalahi; Vinda Afnita; I Kadek Satria Arsana; Dominikus Rojoki Manullang
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 In Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.39921

Abstract

The digital transformation of Indonesian education post-pandemic has accelerated the integration of gamification as an innovative learning strategy in elementary schools. However, a critical gap persists between gamification implementation and teachers' digital pedagogical readiness, hindering deep learning optimization. This systematic literature review aims to analyze the role of digital pedagogical readiness in optimizing gamification for deep learning within Indonesian elementary education context. Using PRISMA framework, 28 peer-reviewed articles from Google Scholar, SINTA, DOAJ, ERIC, and ScienceDirect (2018-2025) were systematically analyzed through thematic analysis and CASP quality assessment. Findings reveal that Indonesian elementary school teachers' digital pedagogical readiness remains varied, with technological competence being the dominant factor affecting gamification effectiveness. A significant positive correlation exists between teachers' digital pedagogical readiness and gamification success in enhancing student engagement and learning outcomes. Cultural-contextual gamification strategies integrating local values show superior effectiveness compared to generic approaches. The study recommends a TPACK-based teacher training model integrated with Merdeka Mengajar Platform and phased implementation strategies considering infrastructure disparities. These findings provide practical implications for policymakers, school leaders, and teachers to optimize digital transformation in Indonesian elementary education through holistic readiness enhancement and culturally-responsive gamification design.
School Public Relations (PR) Strategy in Building Partnerships with the Multicultural Identity in Maluku Community in Ambon City Dwi Kurnianing Ratri; Perawati Silalahi; Akhmad Suyatno; Iklima Titawael
Journal of Future Education Vol 4 No 1 (2026): Journal of Future Education
Publisher : CV. Ksatria Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67025/journaloffutureeducation.v4i1.104

Abstract

Effective school public relations (PR) play a strategic role in strengthening school–community partnerships that support educational quality and institutional sustainability. Although numerous studies have explored school–community collaboration, limited attention has been given to public relations strategies grounded in the multicultural identity and local wisdom of post-conflict communities such as Ambon, Indonesia. This study aims to analyze school public relations strategies for developing effective partnerships within the multicultural context of Ambon City, Maluku Province. A qualitative literature review with a descriptive-analytical approach was employed by examining books, peer-reviewed journal articles, conference proceedings, and educational policy documents related to school public relations, community partnerships, multicultural education, and Maluku local wisdom. The findings reveal six major strategies for strengthening school–community partnerships: (1) involving community and religious leaders as trusted partners, (2) developing school programs based on Maluku cultural values, particularly pela gandong, (3) implementing inclusive and sustainable two-way communication, (4) utilizing digital communication and social media strategically, (5) establishing partnerships with local government, religious organizations, and community institutions, and (6) strengthening the role of school committees as institutional bridges. These findings highlight that culturally responsive public relations practices contribute significantly to building trust, promoting social cohesion, and enhancing educational collaboration in multicultural communities. This study offers practical recommendations for school leaders and educational policymakers in designing culturally grounded public relations strategies applicable to multicultural educational settings.
Co-Authors Afnita, Vinda Akhmad Suyatno Dominikus Rojoki Manullang Dwi Kurnianing Ratri I Kadek Satria Arsana Iklima Titawael Lidia Aprileny Hutahaean Resmi