Gamification-Based Science Learning with a Deep Learning Approach in Elementary Schools

Kadek Hengki Primayana; Ni Luh Yunita Maharani; Kadek Dwi Anjani Pratiwi; Ketut Murni Sri Artini; Kadek Ayu Septya Dewi

doi:10.47134/pgsd.v3i3.2708

Authors

Kadek Hengki Primayana Institut Agama Hindu Negeri Mpu Kuturan
Ni Luh Yunita Maharani Institut Agama Hindu Negeri Mpu Kuturan
Kadek Dwi Anjani Pratiwi Institut Agama Hindu Negeri Mpu Kuturan
Ketut Murni Sri Artini Institut Agama Hindu Negeri Mpu Kuturan
Kadek Ayu Septya Dewi Institut Agama Hindu Negeri Mpu Kuturan

DOI:

https://doi.org/10.47134/pgsd.v3i3.2708

Keywords:

Gamification, Deep Learning, Elementary School, Learning Motivation, Digital Media

Abstract

Elementary school education often faces the challenge of low student engagement, motivation, and enthusiasm due to monotonous teaching methods. This article aims to examine the role and integration of gamification and deep learning approaches in elementary school education. The study employs a qualitative approach through a literature review of 25 journals (2017–2026). The findings indicate that the combination of gamification and deep learning has a significant positive impact on the learning process. Gamification enhances students’ intrinsic motivation and engagement through points, levels, badges, and leaderboards; deep learning fosters contextual understanding, enabling students to connect new knowledge with real-world experiences and develop critical thinking skills. Digital media (Kahoot!, Quiziz, PowerPoint, educational videos) support the integration of both in the classroom [SHORT: the list of media is condensed into a short phrase]. The studies reviewed show that 85% of students are ready for digital learning, 86% accept gamification, and 97% want meaningful and reflective learning. However, implementation faces challenges: limited teacher competencies in designing innovative digital media, as well as uneven distribution of facilities and infrastructure. Practical recommendations: enhanced teacher training, quasi-experimental research to measure the impact on Higher-Order Thinking Skills (HOTS) and long-term retention, and investment in digital infrastructure for equitable access in elementary schools.

References

Adnyana, I. K. S. (2024). Implementasi pendekatan deep learning dalam pembelajaran Bahasa Indonesia. Retorika: Jurnal Pembelajaran Bahasa dan Sastra Indonesia, 5(2), 1–14.

Aguiar-Castillo, L., Clavijo-Rodriguez, A., Hernández-López, L., De Saa Pérez, P., & Pérez-Jiménez, R. (2021). Gamification and deep learning approaches in higher education. Journal of Hospitality, Leisure, Sport & Tourism Education, 29, 100290. https://doi.org/10.1016/j.jhlste.2020.100290

Aini, R. N., Wijayanti, S., & Retnowati, N. (2025). Analisis kebutuhan E-LKPD matematika berbasis gamifikasi dengan pendekatan deep learning bagi siswa kelas XI. Widyadidaktika: Jurnal Ilmiah Kependidikan, 4(2), 95–101.

Fatmawati, I. (2025). Transformasi pembelajaran sejarah dengan deep learning berbasis digital untuk Gen Z. Revorma: Jurnal Pendidikan dan Pemikiran, 5(1), 25–39.

Gyedu, F. O., Partey, P. A., Boafo, F. A., & Agbo, D. D. (2026). Gamification effect: Enhancing student learning outcomes in higher education: A meta-analysis and policy implications. SAGE Open. doi.org

Harjun, H., Jumatin, J., Ahiri, Y., & Lewa, J. (2026). Strategi Meningkatkan Kreativitas Siswa Melalui Model Project Based Learning (PjBL). Journal of Literature Review, 2(1), 20–34.

Junanah, S., Safitri, N., & Farhurahman. (2025). Penerapan media visual untuk meningkatkan hasil belajar siswa pada pembelajaran IPS di sekolah dasar. Jurnal Nakula: Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial, 3(1), 74–84.

Karna, S. D., Adrias, A., & Zulkarnaini, A. P. (2025). Efektivitas dan Tantangan Penggunaan Media Pembelajaran Interaktif di Sekolah Dasar. Jurnal Bintang Pendidikan Indonesia. https://doi.org/10.55606/jubpi.v3i2.3840

Khakpour, A., & Colomo-Palacios, R. (2021). Convergence of gamification and machine learning: A systematic literature review. Technology, Knowledge and Learning, 26, 597–636. https://doi.org/10.1007/s10758-020-09456-4

Lalu, E., & Khiftiyah, M. R. (2025). Meningkatkan minat belajar siswa melalui pemanfaatan aplikasi Kahoot di kelas 5 SD. Journal of Education Development & Technology Research, 1(1), 22–36.

Lampropoulos, K., et al. (2026). The effects of gamified AI-supported digital learning environments on personalized learning and student engagement in school education: A systematic review and meta-analysis. Frontiers in Education. frontiersin.org

Melianti, E., Handayani, D., Novianti, F., Syahputri, S., & Hasibuan, S. A. (2023). Pentingnya pendidikan yang ada di sekolah dasar. Jurnal Pendidikan dan Counseling, 5(1), 3549–3554.

Melati, C. S., & Susanto, R. (2023). Pengaruh kompetensi pedagogik guru terhadap motivasi belajar siswa di kelas rendah. JPGI: Jurnal Penelitian Guru Indonesia, 8(1), 144–150.

Munfarikhatin, A., & Natsir, I. (2025). Rejecting reduction: Clarifying the concept of deep learning in mathematics teaching in the era of artificial intelligence. J Statistika: Jurnal Ilmiah Teori dan Aplikasi Statistika, 18(1), 930–936. https://doi.org/10.36456/jstat.vol18.no1.a10570

Nurhayati, N., & Fathurrohman, F. (2025). Gamification in school education: A systematic review of its effectiveness in improving student motivation and academic outcomes. Al-Ishlah: Jurnal Pendidikan, 17(2), 2356–2368.

Pragholapati, A., Fitrikasari, A., & Handayani, F. (2024). Tinjauan pustaka: Penggunaan model Orlando di keperawatan jiwa gawat darurat. Jurnal Keperawatan Komplementer Holistic, 2(2), 30–39.

Purba, A. Z., Nasution, F. H., Parapat, K. M., Jannah, M., & Ulkhaira, N. (2024). Gamifikasi dalam pendidikan: Meningkatkan motivasi dan keterlibatan siswa. Maximal Journal: Jurnal Ilmiah Bidang Sosial, Ekonomi, Budaya dan Pendidikan, 1(5), 299–305.

Rambe, S. A. S., & Nukman, M. (2025). Analisis faktor-faktor penyebab rendahnya motivasi belajar siswa pada mata pelajaran IPAS. Murhum: Jurnal Pendidikan Anak Usia Dini, 6(1), 877–886. https://murhum.ppjpaud.org/index.php/murhum/article/download/1334/511/6937

Riatmaja, D. S., Rukhmana, T., Ikhlas, A., Widoyo, H., & Nurcahyo, N. (2025). Implementasi gamifikasi dalam pembelajaran untuk meningkatkan motivasi siswa. Edu Research, 6(1), 461–470.

Riwayatiningsih, R., Prastikawati, E. F., Muchson, M., Haqiqi, F. N., Setyowati, S., & Kartiko, D. A. (2025). Empowering Higher-Order Thinking Skills in Writing through Gamification and Multimodal Learning within PBL. Forum for Linguistic Studies, 7(2), 385–398. https://doi.org/10.30564/fls.v7i2.8119

Rusmanto, R., & Hanif, M. (2024). Pendidikan holistik untuk pengembangan karakter di SD Islam Bustan El Firdaus. JIIP-Jurnal Ilmiah Ilmu Pendidikan, 7(8), 9100–9110.

Santiani, S. (2025). Analisis literatur: Pendekatan pembelajaran deep learning dalam pendidikan. Jurnal Ilmiah Nusantara, 2(3), 50–57.

Swacha, J. (2021). State of research on gamification in education: A bibliometric survey. Education Sciences, 11(2), 69. https://doi.org/10.3390/educsci11020069

Swacha, J., & Gracel, M. (2023). Machine learning in gamification and gamification in machine learning: A systematic literature mapping. Applied Sciences, 13(20), 11427. https://doi.org/10.3390/app132011427

Wijaya, A., Setyaningrum, W., Rosnawati, R., & Nugroho, H. (2026). Pelatihan Implementasi Pembelajaran Mendalam (Deep Learning) Berbantuan Teknologi Digital pada Pembelajaran Matematika: Upaya Peningkatan Kompetensi Guru Sekolah Indonesia Cairo. Jurnal Pengabdian Masyarakat MIPA dan Pendidikan MIPA, 10(1).

Zeng, J., Sun, D., Looi, C. K., & Fan, A. C. W. (2024). Exploring the impact of gamification on students’ academic performance: A comprehensive meta-analysis of studies from the year 2008 to 2023. British Journal of Educational Technology, 55(6), 2478–2502.