Gamification Based Learning Innovation for Developing the Competencies of Prospective Elementary School Teachers at  MI Roudhotu Tolibin

Slamet Rianto; Feri Riski Dinata

doi:10.36668/jal.v14i2.1563

Authors

Slamet Rianto Institusi Sekolah Tinggi Ilmu Tarbiyah Al Hikmah Bumi Agung Way Kanan
Feri Riski Dinata Institusi Sekolah Tinggi Ilmu Tarbiyah Al Hikmah Bumi Agung Way Kanan

DOI:

https://doi.org/10.36668/jal.v14i2.1563

Abstract

This study is grounded in the growing need to strengthen the competencies of prospective elementary school teachers, particularly in relation to pedagogical skills, creative instructional design, and technological literacy in the digital era. Gamification-Based Learning was selected as an instructional innovation due to its potential to enhance motivation, engagement, and the overall quality of the learning process. The purpose of this research is to analyze the implementation of gamification in the learning activities of teacher candidates at MI Roudhotu Tolibin, to evaluate its effectiveness in developing teacher competencies, and to identify the challenges encountered during its application. This study employed a qualitative descriptive approach, with data collected through interviews, classroom observations, and documentation analysis. The findings reveal that gamification effectively increases learning motivation, strengthens pedagogical abilities, and improves technological literacy among prospective teachers. Additionally, participants demonstrated enhanced collaboration, communication, and self-reflective skills throughout the gamified activities. Although several technical challenges were identified, including limited devices and unstable internet access, the overall implementation of gamification contributed positively to the readiness of future teachers in facing the demands of 21st-century education. The implications of this study suggest that gamification can serve as a promising innovative learning model in teacher education programs, particularly in preparing prospective teachers to navigate increasingly complex digital learning environments. Future research is recommended to examine the long-term impacts of gamification and its scalability across different educational contexts

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