<![CDATA[Keterlibatan siswa dalam lingkungan pembelajaran berbasis teknologi merupakan tantangan krusial. Gamifikasi sering diterapkan sebagai solusi, namun implementasinya kerap gagal mempertahankan motivasi jangka panjang karena kurangnya landasan teori psikologis yang kuat. Penelitian ini menganalisis dan mensintesis elemen-elemen gamifikasi dari 66 artikel yang secara eksplisit dirancang berdasarkan Self-Determination Theory. Metode yang digunakan adalah Tinjauan Literatur Sistematis dengan mengikuti panduan Preferred Reporting Items for Systematic reviews and Meta-Analyses. Hasil sintesis menemukan bahwa implementasi gamifikasi di lapangan didominasi oleh elemen Points, Badges, Leaderboards. Temuan utama menunjukkan bahwa elemen Points, Badges, Leaderboards ini bersifat "pedang bermata dua": elemen ini dapat merusak Otonomi (jika dirasa mengontrol) dan merusak Kompetensi (jika menimbulkan perbandingan sosial negatif). Sebaliknya, mekanisme yang paling selaras dengan Self-Determination Theory—seperti Pilihan (Choice) untuk Otonomi, Tantangan Adaptif untuk Kompetensi, dan Kolaborasi (Teams) untuk Keterhubungan—justru lebih jarang dilaporkan. Pentingnya hasil ini adalah sebagai panduan praktis bagi perancang, yang merekomendasikan pergeseran fokus dari elemen Points, Badges, Leaderboards menuju implementasi mekanisme yang secara sengaja mendukung ketiga kebutuhan psikologis dasar. Student engagement in technology-based learning environments presents a crucial challenge. Gamification is often applied as a solution, yet its implementation frequently fails to sustain long-term motivation due to a lack of strong psychological theoretical foundations. This study analyzes and synthesizes gamification elements from 66 articles that were explicitly designed based on Self-Determination Theory. The method used is a Systematic Literature Review following the Preferred Reporting Items for Systematic reviews and Meta-Analyses guidelines. The synthesis found that gamification implementation in the field is dominated by Points, Badges, Leaderboards elements. The main finding indicates that these Points, Badges, Leaderboards elements are a "double-edged sword": they can undermine Autonomy (if perceived as controlling) and damage Competence (if causing negative social comparison). Conversely, the mechanisms most aligned with Self-Determination Theory—such as Choice for Autonomy, Adaptive Challenges for Competence, and Collaboration (Teams) for Relatedness—were found to be less frequently reported. The significance of this result serves as a practical guide for designers, recommending a shift in focus away from Points, Badges, Leaderboards elements toward implementing mechanisms that intentionally support the three basic psychological needs.]]>
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