Pembelajaran Berbasis Permainan dalam Pendidikan Jasmani: Tinjauan Kepustakaan Sistematis Tren Dan Tantangan
DOI:
https://doi.org/10.59698/afeksi.v6i6.803Kata Kunci:
Game-based learning, pendidikan jasmani, tinjauan kepustakaan sistematis, literasi digital, keterampilan motorikAbstrak
Integrasi Game-Based Learning (GBL) dalam Pendidikan Jasmani (PJOK) telah menjadi fokus inovasi global untuk meningkatkan partisipasi aktif dan keterlibatan emosional siswa. Fokus inovasi tersebut melandasi penelitian ini untuk memetakan tren metodologi, distribusi jenjang pendidikan, dan tantangan implementasi GBL melalui tinjauan kepustakaan sistematis (SLR). Protokol SLR dijalankan mengikuti pedoman PRISMA terhadap 66 artikel pilihan yang bersumber dari database Scopus pada periode 2015-2025. Hasil penelitian menunjukkan adanya dominasi implementasi GBL pada tingkat pendidikan dasar (39%) dengan pemanfaatan teknologi berbasis mobile (56%) sebagai tren utama yang paling banyak dikaji. Tren teknologi ini secara konsisten terbukti mampu meningkatkan motivasi intrinsik serta keterampilan motorik peserta didik secara signifikan melalui pengalaman belajar yang imersif. Namun, efektivitas pembelajaran tersebut masih sering dibatasi oleh hambatan desain pedagogis, keterbatasan infrastruktur teknis, serta rendahnya literasi digital pendidik di lapangan. Sebagai simpulan, penelitian ini merumuskan Integrated GBL-PE Success Framework untuk menyelaraskan mekanisme permainan dengan tujuan kurikuler guna menjamin keberlanjutan inovasi olahraga di masa depan.
Referensi
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Febriyanti, S., Purhanudin, M. S. V., & Anwar, C. (2025). Efektivitas Pembelajaran Game Based Learning Berbantuan Wordwall Terhadap Peningkatan Hasil Belajar Materi Operasi Hitung Campuran. Primary: Jurnal Keilmuan dan Kependidikan Dasar, 17(1), 17–34. https://doi.org/10.32678/primary.v17i1.11546
Fenandez-Rio, J., Torres-Cladera, G., Comerma-Torras, E., & Flores-Aguilar, G. (2025). Gamification in physical education teacher education. Effects on psychological health and personal well-being from a motivational perspective. Sport in Society, 28(11), 1698–1715. https://doi.org/10.1080/17430437.2025.2510947
Ferriz-Valero, A., Østerlie, O., García-Martínez, S., & García-Jaén, M. (2020). Gamification in physical education: Evaluation of impact on motivation and academic performance within higher education. International Journal of Environmental Research and Public Health, 17(12), 1–16. https://doi.org/10.3390/ijerph17124465
Flores-Aguilar, G., Gómez-Rey, P., Muñoz-Llerena, A., & Medina-Rebollo, D. (2025). Gamification in Physical Education Teacher Training: An Analysis of The Teaching Guides of The Master’s Degree in Teacher Training. Cultura, Ciencia y Deporte, 20(65). https://doi.org/10.12800/ccd.v20i65.2529
Flores-Aguilar, G., Iniesta-Pizarro, M., & Fenandez-Rio, J. (2023). “PE Money Heist”: Gamification, Motivational Regulations and Qualifications in Physical Education. Apunts. Educacion Fisica y Deportes, (151), 36–48. https://doi.org/10.5672/apunts.2014-0983.es.(2023/1).151.04
Flores-Aguilar, G., Oviedo-Caro, M. Á., Saiz-González, P., del Moral, J. E., & Fenandez-Rio, J. (2025). Effects of Gamification and Cooperative Learning in Physical Education Teacher Training. Cultura, Ciencia y Deporte, 20(65). https://doi.org/10.12800/ccd.v20i65.2446
García-Massó, X., Salvador-Fuertes, A., Sanchez-Santacreu, M., Borrego, A., & Llorens, R. (2023). Effectiveness of Customized Exergames to Improve Postural Control in High School Physical Education. IEEE Transactions on Learning Technologies, 16(5), 759–768. https://doi.org/10.1109/TLT.2023.3264517
Gazali, Z., Kartiko, D. C., & Ridwan, M. (2025). Teknologi Imersif dalam Pendidikan Jasmani: Penerapan Assemblr EDU terhadap Kegembiraan Peserta Didik SD. SPRINTER: Jurnal Ilmu Olahraga, 6(2 SE-), 267–274. https://doi.org/10.46838/spr.v6i2.737
Gea-García, G. M., & Martínez López, E. L. (2025). Motivational Climate, Satisfaction, and Intrinsic Motivation in University Students After the Application of a Gamified Intervention Using Traditional Sports Games. Physical Culture and Sport, Studies and Research, 108(1), 1–12. https://doi.org/10.2478/pcssr-2025-0008
Guijarro-Romero, S., Mayorga-Vega, D., Casado-Robles, C., & Viciana, J. (2025). Effect of a gamified-based intermittent teaching unit in Physical Education on schoolchildren’s accelerometer-measured weekly physical activity: A cluster-randomized controlled trial. School-Fit study; Efecto de una unidad didáctica intermitente gamificad. Revista de Psicodidactica, 30(1). https://doi.org/10.1016/j.psicod.2024.500156
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Hasyim, M. Q., & Alimsyah, A. S. (2025). Evaluasi Efektivitas Fitness Tracker terhadap Kepatuhan Latihan dan Perubahan Komposisi Tubuh. Jurnal Dunia Pendidikan, 6(4 SE-Articles). https://doi.org/10.55081/jurdip.v6i4.5303
Hortigüela, A. D., Pérez, P. Á., & Hernando-Garijo, A. (2025). Fundamentals for Applying Gamification in Physical Education From A Reflective And Critical Perspective. Cultura, Ciencia y Deporte, 20(65). https://doi.org/10.12800/ccd.v20i65.2328
Hsia, L., Lin, Y. N., Lin, C. H., & Hwang, G. (2025). Effectiveness of gamified intelligent tutoring in physical education through the lens of self-determination theory. Computers and Education, 227. https://doi.org/10.1016/j.compedu.2024.105212
Ibragimova, E. R., Uraimov, S., Baitassov, Y., Yuldasheva, S., Kutlimuratova, D., & Litwinowa, M. (2025). Digital motivation: fitness apps and student physical activity; Motivación digital: aplicaciones de fitness y actividad física estudiantil. Retos, 67, 1162–1173. https://doi.org/10.47197/retos.v67.113635
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