GAMIFICATION FOR STUDENTS' CIVIC ENGAGEMENT: A SYSTEMATIC LITERATURE REVIEW OF EVIDENCE, MODELS, AND RESEARCH GAPS
Abstract
This study synthesizes evidence on gamification and game-based approaches for students' civic engagement through a systematic literature review following PRISMA 2020. Searches in Scopus, Semantic Scholar, and Google Scholar (2020–2026) identified 201 records, and 20 empirical studies were analyzed. Data were extracted with a 16-column matrix and synthesized thematically. Most empirical studies reported improvements in civic knowledge, civic skills, and civic disposition after gamified interventions, whereas evidence on civic participation came from only a few studies. Many studies measured learning outcomes or motivation rather than civic constructs, and development studies mostly reported validity and practicality rather than effectiveness. The reviewed models combined digital games, role-playing with supportive feedback, and local-wisdom content. Preliminary evidence from a few studies suggests that students with low initial motivation or low political knowledge may benefit more; no study tested prior knowledge as a moderator. This review updates earlier syntheses of gameful civic education by covering 2020–2026 studies, mapping evidence across four civic dimensions, and situating it in Indonesian Pancasila education. No included study was conducted in Madrasah Aliyah, and Pancasila-oriented gamification models remain scarce. Future research should use controlled and longitudinal designs with validated civic outcomes.
Penelitian ini mensintesis bukti tentang gamifikasi dan pendekatan berbasis permainan untuk keterlibatan kewarganegaraan (civic engagement) siswa melalui tinjauan pustaka sistematis dengan mengacu pada PRISMA 2020. Pencarian di Scopus, Semantic Scholar, dan Google Scholar (2020–2026) menghasilkan 201 rekaman, dan 20 studi empiris dianalisis. Data diekstraksi dengan matriks 16 kolom dan disintesis secara tematik. Sebagian besar studi empiris melaporkan peningkatan pengetahuan, keterampilan, dan sikap kewarganegaraan setelah intervensi gamifikasi, sedangkan bukti untuk partisipasi kewarganegaraan hanya berasal dari beberapa studi. Banyak studi mengukur hasil belajar atau motivasi alih-alih konstruk kewarganegaraan, dan studi pengembangan umumnya melaporkan validitas dan kepraktisan, bukan efektivitas. Model yang direview menggabungkan game digital, permainan peran dengan umpan balik pendukung, dan muatan kearifan lokal. Bukti awal dari beberapa studi menunjukkan bahwa siswa dengan motivasi awal atau pengetahuan politik yang rendah mungkin memperoleh manfaat lebih besar; belum ada studi yang menguji kemampuan awal sebagai moderator. Tinjauan ini memperbarui sintesis pendidikan kewarganegaraan berbasis permainan sebelumnya dengan mencakup studi 2020–2026, memetakan bukti pada empat dimensi kewarganegaraan, dan menempatkannya dalam konteks Pendidikan Pancasila di Indonesia. Tidak ada studi terinklusi yang dilakukan di Madrasah Aliyah, dan model gamifikasi berorientasi Pancasila masih jarang. Penelitian selanjutnya perlu menggunakan desain terkontrol dan longitudinal dengan ukuran outcome kewarganegaraan yang tervalidasi.
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References
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DOI: https://doi.org/10.17509/e.v25i3.106918
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