PERAN ELEMEN GAMIFIKASI DALAM PENGUATAN MOTIVASI BELAJAR PESERTA DIDIK: STUDI PUSTAKA
Abstract
Gamification is increasingly used in education, but differences in elements, implementation contexts, and outcome indicators complicate interpretation of its contribution to learning motivation. This study examines the role of gamification elements in supporting students’ learning motivation while considering contextual differences and evidence limitations. A literature review using descriptive qualitative content analysis and narrative synthesis was conducted. Publications from 2016 to 2025 were identified through Lens.org, Google Scholar, and Garuda. Following title, abstract, and full-text screening, 24 articles were analysed according to gamification elements, educational contexts, research designs, measurement indicators, and reported findings. The identified elements included points, badges, leaderboards, feedback, challenges, levels, rewards, and progress tracking. Several studies reported positive relationships between gamification and learning motivation, although findings varied according to implementation designs and research characteristics. Evidence concerning intrinsic and extrinsic motivation must be distinguished from interest, engagement, participation, and learning outcomes. The combined use of multiple elements limits the identification of their individual contributions. Differences in designs and measurements, alongside potential overlap among sources included in review articles, further constrain comparisons. Consequently, the available evidence is insufficient to establish any element or combination as universally most effective. This review maps relationships among elements, contexts, and motivational findings while clarifying interpretive limits. Element selection should reflect learning objectives and learner characteristics, accompanied by direct motivation measurement and evaluation of sustained benefits.
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