Penerapan Gamifikasi pada Learning Management System dalam Pembelajaran Daring: Systematic Literature Review
Abstract
Pembelajaran daring di perguruan tinggi banyak ditopang oleh Learning Management System (LMS), namun tingginya angka ketidakaktifan, kejenuhan, dan rendahnya keterlibatan mahasiswa masih menjadi permasalahan umum. Gamifikasi, yaitu penerapan elemen desain permainan pada konteks bukan permainan, dipandang berpotensi mengatasi permasalahan tersebut. Akan tetapi, hasil empirik penerapan gamifikasi pada LMS masih beragam dan belum tersintesis secara sistematis untuk konteks pendidikan tinggi di Indonesia. Penelitian ini bertujuan mengkaji secara sistematis bentuk penerapan, elemen gamifikasi yang digunakan, serta dampaknya terhadap motivasi dan keterlibatan belajar mahasiswa pada LMS. Penelitian menggunakan metode Systematic Literature Review (SLR) mengacu pada panduan Kitchenham dan Charters (2007) dengan pelaporan PRISMA. Sumber data diperoleh dari basis data Scopus, ScienceDirect, Sinta, dan Garuda untuk artikel yang dipublikasi pada rentang 2021–2025. Tiga pertanyaan penelitian disusun, dilanjutkan dengan tahap identifikasi, penyaringan, kelayakan, dan inklusi sehingga diperoleh 11 artikel terpilih. Artikel yang lolos kriteria dianalisis secara tematik. Hasil penelitian menunjukkan bahwa poin, badge, dan leaderboard merupakan elemen paling dominan, serta gamifikasi yang terintegrasi secara pedagogis cenderung memberikan dampak positif yang lebih konsisten terhadap motivasi dan keterlibatan belajar mahasiswa.
Online learning in higher education relies heavily on the Learning Management System (LMS), yet high rates of student inactivity, learning fatigue, and low engagement remain common problems. Gamification, defined as the use of game design elements in non-game contexts, is considered a promising approach to address these issues. However, empirical findings on the application of gamification in LMS remain inconsistent and have not been systematically synthesized for the Indonesian higher education context. This study aims to systematically examine the forms of implementation, the gamification elements applied, and their impact on student motivation and engagement within LMS. The research employs the Systematic Literature Review (SLR) method based on the guidelines of Kitchenham and Charters (2007) with PRISMA reporting. The data sources were obtained from Scopus, ScienceDirect, Sinta, and Garuda databases for articles published between 2021 and 2025. Three research questions were formulated, followed by the stages of identification, screening, eligibility, and inclusion, resulting in 11 selected articles. The selected articles were analyzed thematically. The results show that points, badges, and leaderboards are the most dominant elements, and that pedagogically integrated gamification tends to deliver more consistent positive effects on student motivation and engagement.
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