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Rahmadi , Imam Fitri
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Gamification in Contextual Learning-Based Approaches: A Systematic Review of Empirical Research Aurellia, Gracelda Luthfi; Kustandi , Cecep; Kusumawardani, Dwi; Rahmadi , Imam Fitri
Journal of Educational Sciences Vol. 10 No. 3 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.3.p.404-415

Abstract

Gamification is widely used to increase student motivation and participation, yet evidence on its effective integration with Contextual Teaching and Learning (CTL) remains fragmented. This systematic review aims to map how gamification elements are integrated with CTL components and how the integration relates to reported learning outcomes. The review followed PRISMA 2020 guidelines through a structured search in Scopus, screening based on predefined inclusion and exclusion criteria, and methodological quality assessment prior to synthesis. Included studies were analyzed narratively by coding gamification elements, CTL implementation (authentic context, inquiry/discovery, collaboration, and reflection), research design, educational level, and outcome indicators. The synthesis suggests that integration is most consistently associated with positive outcomes when game elements are embedded in authentic, context-rich tasks and inquiry-oriented activities, supported by clear learning goals and formative feedback. However, the current evidence base is constrained by limited coverage of early childhood education, short intervention durations, and incomplete reporting of implementation fidelity. Future research should expand educational contexts, improve transparency in documenting CTL enactment and gamification use, and apply longer-duration designs to evaluate sustained outcomes.
Trends in Interactive Learning Media for Science Education in Secondary Schools: A Systematic Literature Review Diens, Nur Azmi Afifah; Khaerudin, Khaerudin; Kustandi, Cecep; Rahmadi , Imam Fitri
Journal of Educational Sciences Vol. 10 No. 5 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.5.p.149-168

Abstract

Science education at the secondary level increasingly demands interactive, technology-driven approaches to enhance learning quality. This study aims to identify global trends in the use of interactive learning media in secondary school science education from 2020 to 2024. A Systematic Literature Review (SLR) method following the PRISMA 2020 framework was employed, analyzing 29 peer-reviewed articles selected from the Scopus database using strict inclusion criteria. The results show that web-based media and interactive e-books are the most commonly used types, followed by augmented reality, virtual reality, game-based learning, and simulations. Regarding learning outcomes, cognitive aspects such as conceptual understanding and academic achievement are most frequently reported, followed by critical thinking skills, learning motivation, affective attitudes, creativity, process skills, and scientific literacy. Overall, interactive learning media support not only cognitive development but also motivation and essential 21st-century skills. The findings underscore the importance of integrating interactive media to improve instructional effectiveness and foster comprehensive student competencies in secondary science education.
Co-Authors Aurellia, Gracelda Luthfi Cecep Kustandi Diens, Nur Azmi Afifah Khaerudin Khaerudin Kustandi , Cecep Kusumawardani, Dwi