Use of Digital Gamification in Islamic Studies Teaching: A Systematic Literature Review

HRMARS - The use of digital technology in education is growing and opening up space for more innovative teaching approaches, including the use of gamification in teaching Islamic Education. This approach is seen as having the potential to make the learning process more interactive and increase students' interest in the learning content. However, studies related to gamification in Islamic Education are still scattered and have not been systematically collected in a comprehensive literature analysis. Therefore, this study aims to conduct a systematic literature review to examine the implementation of digital gamification in teaching Islamic Education, its impact on student motivation and mastery, and the challenges of its implementation in the educational context. This study uses the Systematic Literature Review (SLR) method based on PRISMA guidelines, which involves four main stages, namely identification, screening, qualification and selection of articles. The literature search process was carried out through the Scopus and Web of Science databases, which produced 213 initial records. After the process of removing duplicate articles, screening titles and abstracts, and evaluating the full text was carried out, a total of 20 articles were selected for analysis. The results of the analysis identified three main themes, namely the implementation of digital gamification in teaching Islamic Education, its impact on student motivation and mastery, and the challenges of its implementation. This study suggests that the use of digital gamification be strengthened through teacher training, the provision of technological infrastructure, and the development of more systematic teaching materials. This study also contributes by offering a structured synthesis of recent research trends and identifying key gaps that require further investigation in the context of Islamic Education.