Edukasiana: Journal of Islamic Education

Digital Transformation of Santri: Integrating Learning Organisation with Adaptive Learning in Pesantren

2026-04-28T13:56:36+07:00

Digital transformation in Islamic boarding schools requires integrating learning organization models with adaptive learning to address the challenges of the Industrial Revolution 4.0 and society 5.0. This article aims to analyze the construction of the integration of the two concepts in the context of digitization of students in Indonesian Islamic boarding schools. The study focuses on a technology-based adaptive learning model associated with the five Senge disciplines in pesantren governance. The method used is a Systematic Literature Review (SLR) following the PRISMA protocol, based on 35 Scopus- and Sinta-indexed articles published between 2015 and 2025. The results of the study show that the integration of learning organization and adaptive learning forms four dimensions of transformation, namely modernization of data-based curriculum, strengthening the digital capacity of ustadz and students, system-based governance, and preservation of Islamic values. These findings confirm that the Islamic boarding schools that have succeeded in transforming are those that make collective learning a culture and personalize learning as a strategy. It is concluded that the Senge-Adaptive Learning hybrid framework is feasible as a model for digital pesantren governance.

The Utilization of Gamification and Game-Based Learning in the Independent Curriculum: Systematic Literature Review on Student Motivation and Learning Outcomes

2026-04-28T16:40:10+07:00

The implementation of the Merdeka Curriculum requires adaptive, student-centered learning approaches that enhance meaningful engagement. Gamification and Game-Based Learning (GBL) have emerged as innovative strategies to address this challenge. This study aims to analyze the use of gamification and GBL within the Merdeka Curriculum and their impact on students' motivation and learning outcomes. A Systematic Literature Review (SLR) was conducted using the PRISMA 2020 protocol, searching the Scopus, ScienceDirect, ERIC, and SINTA databases for publications from 2019 to 2025. Of 842 identified articles, 32 met the inclusion criteria and were thematically analyzed. The findings reveal that gamification and GBL consistently improve intrinsic motivation, cognitive engagement, and both cognitive and affective learning outcomes across educational levels. Platforms such as Kahoot!, Quizizz, Minecraft Education, and Wordwall are the most frequently used. However, challenges persist regarding teacher readiness, digital infrastructure, and alignment with the Pancasila Student Profile. The study concludes that integrating gamification and GBL significantly contributes to achieving the goals of the Merdeka Curriculum.