Gamification in Islamic Religious Education for Primary Students: A Systematic Review on Motivation, Emotional Engagement, and Learning Psychology
DOI:
https://doi.org/10.70062/icsshi.v2i2.71Keywords:
Emotional, Engagement, Gamification, Islamic Religious, Primary StudentAbstract
This article delves into the application of gamification in Islamic Religious Education (IRE) for primary school students, focusing on its impact on motivation, emotional engagement, and learning psychology. It offers a systematic review of relevant studies, evaluating both the positive outcomes and challenges of using gamification in IRE. A thorough library research approach was used, drawing from academic journals, books, and conference papers. Key databases like Google Scholar, JSTOR, and ERIC were searched to identify studies published between 2010 and 2025. Studies that met specific criteria relevance to the topic, educational level, and a focus on gamification, motivation, emotional engagement, and learning psychology were selected. The findings suggest that gamification in IRE can significantly enhance student motivation, emotional engagement, and learning outcomes. Elements such as rewards, challenges, and interactive activities help create a positive learning environment, promoting better retention and understanding of Islamic teachings. Emotional engagement is particularly heightened when gamification is tailored to the cultural and religious contexts of the students, fostering a deeper connection to the material. The study emphasizes that incorporating gamification in IRE could enhance the overall educational experience for primary students, boosting their motivation and emotional involvement in learning. It also highlights the importance of designing gamified content that is culturally relevant and contextually appropriate to maximize the positive effects on student learning. The study recommends that educators, curriculum developers, and policymakers consider using gamification to improve the quality of Islamic education in primary schools.
Downloads
References
Akcaoglu, M., Rosenberg, J. M., Ranellucci, J., & Schwarz, C. V. (2018). Outcomes from a self-generated utility value intervention on fifth and sixth-grade students’ value and interest in science. International Journal of Educational Research, 87, 67–77. https://doi.org/10.1016/j.ijer.2017.12.001
Alimni, A., Amin, A., & Kurniawan, D. A. (2022). The role of Islamic education teachers in fostering students’ emotional intelligence. International Journal of Evaluation and Research in Education, 11(4), 1881. https://doi.org/10.11591/ijere.v11i4.22116
Arafah, A. L. A., Jiao, D., Selvia, D. S. E., Wang, Y., & Halim, C. (2024). Empowering autonomous Islamic religious education learners with technology-enhanced tools to improve performance and self-motivation. Journal Neosantara Hybrid Learning, 2(1), 318–331. https://doi.org/10.55849/jnhl.v2i1.850
Arlina, A., Siregar, E., Hasibuan, F., & ... (2023). Peran orangtua dalam menanamkan nilai-nilai Islam pada anak di era digital. At-Tadris: Journal of .... https://journal.ikadi.or.id/index.php/attadris/article/view/77
Atkins, J. L., Vega-Uriostegui, T., Norwood, D., & Adamuti-Trache, M. (2023). Social and emotional learning and ninth-grade students’ academic achievement. Journal of Intelligence, 11(9). https://doi.org/10.3390/jintelligence11090185
Azizah, N. (2022). Penerapan metode role playing untuk meningkatkan keterampilan berbicara dan motivasi belajar siswa dalam menguasai congratulations expressions. Educatif Journal of Education Research, 4(1), 121–131. https://doi.org/10.36654/educatif.v4i1.275
Azizah, S. S., Syahidin, S., & Anwar, S. (2024). Implementasi model gamifikasi untuk meningkatkan motivasi siswa pada pelajaran PAI di SMAN 13 Bandung. LEARNING: Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran, 4(4), 1221–1229. https://doi.org/10.51878/learning.v4i4.3823
Byker, E. J. (2019). Study abroad as social and emotional learning: Framing international teaching with critical cosmopolitan theory. Journal of Research in Innovative Teaching and Learning, 12(2), 183–194. https://doi.org/10.1108/JRIT-02-2019-0023
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. Sage.
Duncan, G. (2018). The benefits and dangers for churches and ministry institutions to work in a regulated environment, with reference to professionalising religious practice via South African qualifications authority and the national qualifications framework act. HTS Teologiese Studies / Theological Studies, 74(4). https://doi.org/10.4102/hts.v74i4.4802
Dwijayanti, F., Mardiana, T., & ... (2022). Pengaruh self-awareness dan komitmen organisasional terhadap kinerja guru SMP dengan variabel moderasi pendidikan dan pelatihan di Kecamatan Prambanan. SIBATIK JOURNAL .... https://www.publish.ojs-indonesia.com/index.php/SIBATIK/article/view/504
Fauzian, R. (2019). Pengantar pendidikan agama Islam untuk perguruan tinggi umum. Farha Pustaka.
Fawaid, A., Kholil, M., & Dewi, N. A. R. (2024). The role of culturally-responsive gamification to improve multiethnic students’ self-engagement in Islamic education. Al-Fikru: Jurnal Pendidikan Dan Sains, 5(2), 267–275. https://doi.org/10.55210/al-fikru.v5i2.1868
Gant, M., & Luttbeg, N. (1987). The cognitive utility of partisanship. Political Research Quarterly, 40, 499–517. https://doi.org/10.1177/106591298704000308
Hendrik, D., Berlian, Z. E., & Idi, A. (n.d.). Internalization of Islamic religious educational values through role playing methods in the learning of aqidah akhlak. Edukasi Islami: Jurnal Pendidikan Islam, 12(4), 2933–2948. https://doi.org/10.30868/ei.v12i04.5101
Mohd Zainudin, N. ‘Atieqah, & Huda, M. (2024a). Strategic gamification for religious learning: An empirical literature review. International Journal of Modern Education, 6(23), 854–864. https://doi.org/10.35631/ijmoe.623059
Mohd Zainudin, N. ‘Atieqah, & Huda, M. (2024b). Strategic gamification for religious learning: An empirical literature review. International Journal of Modern Education, 6(23), 854–864. https://doi.org/10.35631/ijmoe.623059
Roach Anleu, S., Bergman Blix, S., Mack, K., & Wettergren, Å. (2016). Observing judicial work and emotions: Using two researchers. Qualitative Research, 16(4), 375–391. https://doi.org/10.1177/1468794115579475
Safroni, S., & Hidayah, U. (2024). Strategi pembelajaran pendidikan agama Islam berbasis gamifikasi untuk meningkatkan motivasi belajar siswa. AL-MUADDIB: Jurnal Kajian Ilmu Kependidikan, 6(1), 424–436. https://doi.org/10.46773/muaddib.v6i1.1131
Sofiani, I. K., Nabila, N., Department of Tarbiyah Dan Keguruan. STAIN Bengkalis, Neviani, N., Department of Tarbiyah Dan Keguruan. STAIN Bengkalis, Syalini, S., & Department of Tarbiyah Dan Keguruan. STAIN Bengkalis. (2024). Islamic educational thought in building students’ emotional intelligence. International Journal of Innovative Research in Multidisciplinary Education, 03(05). https://doi.org/10.58806/ijirme.2024.v3i5n26
Syaban Abdul Karim. (2024). The relationship between Islamic education and global ethics in building humanistic awareness in the post-truth era. Spiritus: Religious Studies and Education Journal, 2(2), 57–69. https://doi.org/10.59923/spiritus.v2i2.130
Zandniapour, L., & Deterding, N. M. (2018). Lessons from the Social Innovation Fund: Supporting evaluation to assess program effectiveness and build a body of research evidence. American Journal of Evaluation, 39(1), 27–41. https://doi.org/10.1177/1098214017734305
Zourmpakis, A.-I., Kalogiannakis, M., & Papadakis, S. (2023). Adaptive gamification in science education: An analysis of the impact of implementation and adapted game elements on students’ motivation. Computers, 12(7), 143. https://doi.org/10.3390/computers12070143
