Gamifikasi dalam Pendidikan Fisika: Tinjauan Konseptual Pemanfaatan Lembar Kerja Digital untuk Keterampilan Berfikir Kritis
Abstract
Digital transformation demands innovative physics learning media to improve students’ critical thinking skills, which remain low due to the dominance of conventional teaching methods. This study aims to identify effective gamification elements in supporting student engagement and the development of critical thinking skills through the use of gamification-based digital worksheets in physics learning. The method used was a literature review by analyzing relevant national and international journal articles published between 2021 and 2026. The literature search and selection process followed the PRISMA flow, including identification, removal of duplicates, screening based on titles and abstracts, full-text eligibility assessment, and inclusion of articles that met the research criteria. The results of the review indicate that this combination facilitates problem-solving activities that significantly contribute to the development of critical thinking skills and Higher Order Thinking Skills (HOTS). The integration of gamification elements such as points, badges, leaderboards, and challenges into interactive digital worksheets enhances students’ motivation, focus, and cognitive engagement. It is concluded that gamification-based digital worksheets are an effective alternative innovative learning medium for creating student-centered physics learning and meeting the demands of 21st-century skills.
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Chen, F., & Chen, G. (2025). Learning analytics in inquiry-based learning: A systematic review. Educational Technology Research and Development, 73(4), 2131–2161. https://doi.org/10.1007/s11423-025-10507-9
Dichev, C., & Dicheva, D. (2017). Gamifying education: What is known, what is believed and what remains uncertain. International Journal of Educational Technology in Higher Education, 14(1), 9. https://doi.org/10.1186/s41239-017-0042-5
Feyzio?lu, E. Y., & Demirci, N. (2021). The effects of inquiry-based learning on students’ learner autonomy and conceptions of learning. Journal of Turkish Science Education, 18(3), 401–420. https://doi.org/10.36681/tused.2021.81
Gazali, F., & Dasna, I. W. (2023). Meningkatkan Keterampilan Berpikir Kritis Siswa dalam Pembelajaran Kimia. EDUKATIF : JURNAL ILMU PENDIDIKAN, 5(3), 1401–1410. https://doi.org/10.31004/edukatif.v5i3.4290
Gunawan, G., Kosim, K., Nisrina, N., Busyairi, A., Harjono, A., & Herayanti, L. (2026). Integrating project-based learning, e-modules, and gamification: An approach to develop critical thinking in pre-service physics teachers. International Journal of Information and Education Technology, 16(4), 959–968. https://doi.org/10.18178/ijiet.2026.16.4.2567
Hans, C., Sabat, Y., & Aisyah, S. (2026). Students’ Critical Thinking Skills in Learning through Gamification. 8.
Husni, R. B. K. (2024). PENGEMBANGAN MODEL PEMBELAJARAN INTERAKTIF BERBASIS TEKNOLOGI DIGITAL PADA STUDI FISIKA DI SEKOLAH MENENGAH ATAS. Contextual Natural Science Education Journal, 2(4), 116–119. https://doi.org/10.29303/cnsej.v2i4.1252
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Indriani, S., Nurlina, N., & Basri, M. (2023). Pengembangan Lembar Kerja Peserta Didik Berbasis Digital untuk Meningkatkan Hasil Belajar IPA Siswa Sekolah Dasar. Jurnal Basicedu, 7(1), 363–375. https://doi.org/10.31004/basicedu.v7i1.4488
Irsalina, F. R., Aviyanti, L., & Rahayani, Y. (2025). Self-regulated learning in physics: A comprehensive study of high school students through the lens of the Rasch model. Momentum: Physics Education Journal, 9(2), 200–216. https://doi.org/10.21067/mpej.v9i2.11393
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Kesaulya, N., Parno, Purwaningsih, E., & Sunaryono. (2025). The role of metacognitive scaffolding in fostering creative thinking and conceptual mastery in physics. Jurnal Penelitian Pendidikan IPA, 11(9), 178–187. https://doi.org/10.29303/jppipa.v11i9.12197
Kurniaty, D., Muslim, M., & Novia, H. (2025). Thinking about thinking in physics: A systematic review on metacognitive approaches for secondary students. Jurnal Pendidikan MIPA, 26(4), 2246–2266. https://doi.org/10.23960/jpmipa.v26i4.pp2246-2266
Lukman, H. S., Agustiani, N., & Setiani, A. (2024). GAMIFIKASI BAHAN AJAR MATEMATIKA SMP: ANALISIS KEPRAKTISAN DAN EFEKTIVITAS TERHADAP KEMAMPUAN BERPIKIR KRITIS MATEMATIS. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 13(1), 198. https://doi.org/10.24127/ajpm.v13i1.8170 Lestari, D. A., Suwarma, I. R., & Suhendi, E. (2024). Feasibility analysis of the development of STEM-based physics e-book with self-regulated learning. Indonesian Journal of Teaching in Science, 4(1), 1–10.
Maolani, A. G., & Warliani, R. (2025). Application of guided inquiry model to improve critical thinking disposition in physics learning. Jurnal Pendidikan Fisika dan Terapan, 11(2), 192–201.
Marina, D., Marwanti, K., & Astra, I. M. (2024). Improving critical thinking using guided inquiry assisted by PhET simulations. Jurnal Penelitian Pembelajaran Fisika, 15(4), 367–371. https://doi.org/10.26877/jp2f.v15i4.717
Melinah, M., Fitriyanto, S., Ardianti, S., Walidain, S. N., Aprianto, R., Yahya, F., & Hermansyah. (2026). Development of PBL-based E-LKPD to improve students' learning motivation and critical thinking skills. Indonesian Journal of Innovation and Educational Technology, 1(1), 35–46. https://journal.publication-center.com/index.php/ijiet/article/view/2072
Melinah, M., Fitriyanto, S., Ardianti, S., Walidain, S. N., Aprianto, R., Yahya, F., & Hermansyah, H. (2026). Development of PBL-based E-LKPD to improve students’ learning motivation and critical thinking skills. Indonesian Journal of Innovation and Educational Technology, 1(1), 35–46. https://journal.publication-center.com/index.php/ijiet/article/view/2072
Mahdalena, M., & Daulay, M. I. (2020). PENGEMBANGAN PEMBELAJARAN FISIKA BERBASIS SAINTIFIK UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS DAN KOMUNIKASI VERBAL SISWA SMA. Journal on Teacher Education, 2(1), 39–48. https://doi.org/10.31004/jote.v2i1.903
Rahayu, M., Asyhari, A., & Anjani, A. V. (2022). Scaffolding in guided inquiry learning with Google Classroom: Effect on physics conceptual understanding. Jurnal Inovasi Pendidikan IPA, 8(2), 174–184. [https://doi.org/10.21831/jipi.v8i2.48365](https://doi.org/10.21831/jipi.v8i2.48365)
Riben, S., Arsyad, M., & Helmi, H. (2024). Guided inquiry method and self-efficacy on high school students’ physics learning outcomes. Jurnal Penelitian dan Pengembangan Pendidikan, 8(2), 356–364. https://doi.org/10.23887/jppp.v8i2.68657
Rizki, I. A., Khoir, E. F., Nikmah, F., Prahani, B. K., & Hariyono, E. (2024). Effect of physics inquiry learning with low-cost experiment tool on students’ problem-solving skills and self-efficacy. Physics Education Research Journal, 6(1), 1–10. https://doi.org/10.21580/perj.2024.6.1.19001
Sari, A. P., & Munir, M. (2024). Pemanfaatan Teknologi Digital dalam Inovasi Pembelajaran untuk Meningkatkan Efektivitas Kegiatan di Kelas. Digital Transformation Technology, 4(2), 977–983. https://doi.org/10.47709/digitech.v4i2.5127
Safitri, N. E., Budiyono, Subali, B., & Widiyatmoko, A. (2025). Gamification approaches to enhance critical thinking skills in elementary education: A literature review (2020–2025). Jurnal Penelitian Ilmu Pendidikan, 18(1), 13–22.https://doi.org/10.21831/jpip.v17i1.91205
Sutria, Y., Nababan, L. R., Manalu, M., & Ramadani, N. P. (2023). STUDI LITERATUR: ANALISIS MODEL PEMBELAJARAN INKUIRI DALAM MENINGKATKAN KEMAMPUAN BERFIKIR KRITIS SISWA PADA PEMBELAJARAN FISIKA. Jurnal Pendidikan Fisika, 12(2), 197–203. https://doi.org/10.24114/jpf.v12i2.53304
Urdanivia Alarcon, D. A., Talavera-Mendoza, F., Rucano Paucar, F. H., Cayani Caceres, K. S., & Machaca Viza, R. (2023). Science and inquiry-based teaching and learning: A systematic review. Frontiers in Education, 8, 1170487. https://doi.org/10.3389/feduc.2023.1170487
Vadehra, A. (2025). Beyond the classroom: Transforming education with gamification strategies. International Journal of Humanities and Education Research, 7(2), 99–100. https://doi.org/10.33545/26649799.2025.v7.i2b.228
Windari, C. O., & Yanti, F. A. (2021). Penerapan model problem based learning untuk meningkatkan keterampilan berpikir kritis peserta didik. Edu Sains Jurnal Pendidikan Sains & Matematika, Anggraeni, D. E., Fadhilah, J., Akmaludin, J., Ikhsan, M., Cantika, M., & Pratiwi, R. H. (2026). Pengaruh Media Pembelajaran Berbasis Teknologi dalam Pembelajaran Fisika SMA.
Atika, A. N., & Purbosari, P. M. (2026). The influence of digital literacy-based gamification on elementary school students’ critical thinking skills. Jurnal Gentala Pendidikan Dasar, 11(1), 166–177.https://doi.org/10.22437/gentala.v11i1.53303
Aris Triwahyu Febriansah, Syaifuddin, A., & Yerry Soepriyanto. (2024). GAMIFICATION DEVELOPMENTS IN EDUCATION: PERKEMBANGAN GAMIFIKASI DI BIDANG PENDIDIKAN. Scholaria: Jurnal Pendidikan dan Kebudayaan, 14(2), 177–186. https://doi.org/10.24246/j.js.2024.v14.i2.p177-186
Anabel, H., Akmam, Mufit, F., & Emiliannur. (2025). Design of cognitive conflict-based generative learning LKPD on fluid material to improve critical thinking ability of Grade XI high school learners. Pillar of Physics Education, 18(2), 129–141. https://doi.org/10.24036/17504171074
Chen, F., & Chen, G. (2025). Learning analytics in inquiry-based learning: A systematic review. Educational Technology Research and Development, 73(4), 2131–2161. https://doi.org/10.1007/s11423-025-10507-9
Dichev, C., & Dicheva, D. (2017). Gamifying education: What is known, what is believed and what remains uncertain. International Journal of Educational Technology in Higher Education, 14(1), 9. https://doi.org/10.1186/s41239-017-0042-5
Feyzio?lu, E. Y., & Demirci, N. (2021). The effects of inquiry-based learning on students’ learner autonomy and conceptions of learning. Journal of Turkish Science Education, 18(3), 401–420. https://doi.org/10.36681/tused.2021.81
Gazali, F., & Dasna, I. W. (2023). Meningkatkan Keterampilan Berpikir Kritis Siswa dalam Pembelajaran Kimia. EDUKATIF : JURNAL ILMU PENDIDIKAN, 5(3), 1401–1410. https://doi.org/10.31004/edukatif.v5i3.4290
Gunawan, G., Kosim, K., Nisrina, N., Busyairi, A., Harjono, A., & Herayanti, L. (2026). Integrating project-based learning, e-modules, and gamification: An approach to develop critical thinking in pre-service physics teachers. International Journal of Information and Education Technology, 16(4), 959–968. https://doi.org/10.18178/ijiet.2026.16.4.2567
Hans, C., Sabat, Y., & Aisyah, S. (2026). Students’ Critical Thinking Skills in Learning through Gamification. 8.
Husni, R. B. K. (2024). PENGEMBANGAN MODEL PEMBELAJARAN INTERAKTIF BERBASIS TEKNOLOGI DIGITAL PADA STUDI FISIKA DI SEKOLAH MENENGAH ATAS. Contextual Natural Science Education Journal, 2(4), 116–119. https://doi.org/10.29303/cnsej.v2i4.1252
Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? A literature review of empirical studies. 2014 47th Hawaii International Conference on System Sciences, 3025–3034. https://doi.org/10.1109/HICSS.2014.377
Indriani, S., Nurlina, N., & Basri, M. (2023). Pengembangan Lembar Kerja Peserta Didik Berbasis Digital untuk Meningkatkan Hasil Belajar IPA Siswa Sekolah Dasar. Jurnal Basicedu, 7(1), 363–375. https://doi.org/10.31004/basicedu.v7i1.4488
Irsalina, F. R., Aviyanti, L., & Rahayani, Y. (2025). Self-regulated learning in physics: A comprehensive study of high school students through the lens of the Rasch model. Momentum: Physics Education Journal, 9(2), 200–216. https://doi.org/10.21067/mpej.v9i2.11393
Iskandar, A. M., & Ellianawati. (2026). Research trends of local wisdom E-LKPD for Newton law problem solving. Academia Open, 11(1). https://doi.org/10.21070/acopen.11.2026.13442
Kesaulya, N., Parno, Purwaningsih, E., & Sunaryono. (2025). The role of metacognitive scaffolding in fostering creative thinking and conceptual mastery in physics. Jurnal Penelitian Pendidikan IPA, 11(9), 178–187. https://doi.org/10.29303/jppipa.v11i9.12197
Kurniaty, D., Muslim, M., & Novia, H. (2025). Thinking about thinking in physics: A systematic review on metacognitive approaches for secondary students. Jurnal Pendidikan MIPA, 26(4), 2246–2266. https://doi.org/10.23960/jpmipa.v26i4.pp2246-2266
Lukman, H. S., Agustiani, N., & Setiani, A. (2024). GAMIFIKASI BAHAN AJAR MATEMATIKA SMP: ANALISIS KEPRAKTISAN DAN EFEKTIVITAS TERHADAP KEMAMPUAN BERPIKIR KRITIS MATEMATIS. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 13(1), 198. https://doi.org/10.24127/ajpm.v13i1.8170 Lestari, D. A., Suwarma, I. R., & Suhendi, E. (2024). Feasibility analysis of the development of STEM-based physics e-book with self-regulated learning. Indonesian Journal of Teaching in Science, 4(1), 1–10.
Maolani, A. G., & Warliani, R. (2025). Application of guided inquiry model to improve critical thinking disposition in physics learning. Jurnal Pendidikan Fisika dan Terapan, 11(2), 192–201.
Marina, D., Marwanti, K., & Astra, I. M. (2024). Improving critical thinking using guided inquiry assisted by PhET simulations. Jurnal Penelitian Pembelajaran Fisika, 15(4), 367–371. https://doi.org/10.26877/jp2f.v15i4.717
Melinah, M., Fitriyanto, S., Ardianti, S., Walidain, S. N., Aprianto, R., Yahya, F., & Hermansyah. (2026). Development of PBL-based E-LKPD to improve students' learning motivation and critical thinking skills. Indonesian Journal of Innovation and Educational Technology, 1(1), 35–46. https://journal.publication-center.com/index.php/ijiet/article/view/2072
Melinah, M., Fitriyanto, S., Ardianti, S., Walidain, S. N., Aprianto, R., Yahya, F., & Hermansyah, H. (2026). Development of PBL-based E-LKPD to improve students’ learning motivation and critical thinking skills. Indonesian Journal of Innovation and Educational Technology, 1(1), 35–46. https://journal.publication-center.com/index.php/ijiet/article/view/2072
Mahdalena, M., & Daulay, M. I. (2020). PENGEMBANGAN PEMBELAJARAN FISIKA BERBASIS SAINTIFIK UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS DAN KOMUNIKASI VERBAL SISWA SMA. Journal on Teacher Education, 2(1), 39–48. https://doi.org/10.31004/jote.v2i1.903
Rahayu, M., Asyhari, A., & Anjani, A. V. (2022). Scaffolding in guided inquiry learning with Google Classroom: Effect on physics conceptual understanding. Jurnal Inovasi Pendidikan IPA, 8(2), 174–184. [https://doi.org/10.21831/jipi.v8i2.48365](https://doi.org/10.21831/jipi.v8i2.48365)
Riben, S., Arsyad, M., & Helmi, H. (2024). Guided inquiry method and self-efficacy on high school students’ physics learning outcomes. Jurnal Penelitian dan Pengembangan Pendidikan, 8(2), 356–364. https://doi.org/10.23887/jppp.v8i2.68657
Rizki, I. A., Khoir, E. F., Nikmah, F., Prahani, B. K., & Hariyono, E. (2024). Effect of physics inquiry learning with low-cost experiment tool on students’ problem-solving skills and self-efficacy. Physics Education Research Journal, 6(1), 1–10. https://doi.org/10.21580/perj.2024.6.1.19001
Sari, A. P., & Munir, M. (2024). Pemanfaatan Teknologi Digital dalam Inovasi Pembelajaran untuk Meningkatkan Efektivitas Kegiatan di Kelas. Digital Transformation Technology, 4(2), 977–983. https://doi.org/10.47709/digitech.v4i2.5127
Safitri, N. E., Budiyono, Subali, B., & Widiyatmoko, A. (2025). Gamification approaches to enhance critical thinking skills in elementary education: A literature review (2020–2025). Jurnal Penelitian Ilmu Pendidikan, 18(1), 13–22.https://doi.org/10.21831/jpip.v17i1.91205
Sutria, Y., Nababan, L. R., Manalu, M., & Ramadani, N. P. (2023). STUDI LITERATUR: ANALISIS MODEL PEMBELAJARAN INKUIRI DALAM MENINGKATKAN KEMAMPUAN BERFIKIR KRITIS SISWA PADA PEMBELAJARAN FISIKA. Jurnal Pendidikan Fisika, 12(2), 197–203. https://doi.org/10.24114/jpf.v12i2.53304
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DOI: https://doi.org/10.56842/jp-ipa.v7i03.1271
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