Apakah gamifikasi merupakan sumber daya pendidikan dalam pendidikan jasmani? Sebuah tinjauan sistematis

Dinda Farida Putri Bahari

doi:10.54284/jopi.v6i1.678

Authors

Dinda Farida Putri Bahari SD Negeri 1 Karangharjo

DOI:

https://doi.org/10.54284/jopi.v6i1.678

Keywords:

Pendidikan Jasmani, gamifikasi, motivasi belajar, keterampilan motorik, virtual reality, kecerdasan buatan

Abstract

Pembelajaran Pendidikan Jasmani (PJOK) sering menghadapi tantangan berupa rendahnya motivasi belajar, keterlibatan siswa yang kurang konsisten, serta meningkatnya perilaku sedentari. Kondisi ini menegaskan perlunya inovasi strategi pembelajaran yang lebih menarik dan bermakna. Gamifikasi dipandang sebagai pendekatan yang potensial, namun hasil penelitian sebelumnya masih terfragmentasi. Oleh karena itu, penelitian ini bertujuan untuk meninjau secara sistematis bukti empiris mengenai efektivitas gamifikasi dalam pembelajaran PJOK pada berbagai jenjang pendidikan dan konteks budaya. Penelitian ini menggunakan desain Systematic Literature Review (SLR) dengan mengacu pada pedoman PRISMA. Pencarian artikel dilakukan pada basis data Scopus tahun 2020–2025 dengan kata kunci “physical education” dan “gamification”. Dari 178 artikel yang teridentifikasi, sebanyak 24 artikel memenuhi kriteria inklusi. Hasil telaah menunjukkan bahwa sebagian besar studi melaporkan dampak positif gamifikasi, terutama pada aspek psikologis seperti motivasi intrinsik, keterlibatan, kepuasan belajar, dan self-esteem. Selain itu, lebih dari setengah studi juga menunjukkan peningkatan pada aspek fisik, termasuk keterampilan motorik, kebugaran jasmani, dan aktivitas fisik. Ditemukan pula tren integrasi gamifikasi dengan teknologi mutakhir seperti virtual reality (VR) dan kecerdasan buatan (AI), yang memperkuat potensinya sebagai inovasi pembelajaran di era digital. Namun demikian, masih terdapat variasi hasil dan keterbatasan metodologis, terutama dominasi pendekatan kuantitatif serta keterbatasan konteks penelitian. Penelitian ini menyimpulkan bahwa gamifikasi memiliki potensi besar sebagai strategi pedagogis dalam PJOK, dengan rekomendasi untuk penelitian lanjutan yang mengeksplorasi dampak jangka panjang melalui pendekatan yang lebih beragam dan lintas budaya.

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