PEMETAAN TREN PENELITIAN GAMIFIKASI DALAM PEMBELAJARAN PEMROGRAMAN: ANALISIS BIBLIOMETRIK SCOPUS 2020 – 2025
DOI:
https://doi.org/10.51878/edutech.v6i3.12593Keywords:
Gamifikasi, Pembelajaran Pemrograman, Analisis Bibliometrik, ScopusAbstract
Programming education is a field that requires logical thinking, problem-solving skills, and an understanding of abstract concepts. Various studies have utilized gamification as an approach to improve the quality of programming education. The increasing number of publications on this topic highlights the need for a review capable of illustrating the progress of research conducted thus far. Therefore, this study aims to map publication trends, author and country productivity, as well as emerging research themes in the field of gamification in programming education during the 2020–2025 period. The study employed a bibliometric method using Scopus-indexed publications as the data source. The article selection process followed the PRISMA 2020 guidelines and yielded 53 articles, which were analyzed using Scopus’s “Analyze Search Results” feature and VOSviewer software version 1.6.20. The analysis results indicate that the number of publications on gamification in programming education tended to increase during the study period. Queirós and Swacha were identified as the most productive authors, while Spain was the country with the highest number of publications. Keyword co-occurrence analysis identified key themes, including gamification, motivation, engagement, programming education, computational thinking, game-based learning, and programming learning. Additionally, a trend was observed toward a shift in research focus from aspects of motivation and engagement toward the development of computational thinking and a more comprehensive approach to programming education. These findings indicate that gamification is not only used to increase interest in learning but is also increasingly being directed toward supporting the development of students’ computational competencies.
ABSTRAK
Pembelajaran pemrograman merupakan salah satu bidang yang menuntut kemampuan berpikir logis, pemecahan masalah, dan pemahaman konsep yang bersifat abstrak. Berbagai penelitian telah memanfaatkan gamifikasi sebagai pendekatan untuk meningkatkan kualitas pembelajaran pemrograman. Meningkatnya jumlah publikasi pada topik tersebut menunjukkan perlunya kajian yang mampu menggambarkan perkembangan penelitian yang telah dilakukan. Oleh karena itu, penelitian ini bertujuan memetakan tren publikasi, produktivitas penulis dan negara, serta tema-tema penelitian yang berkembang dalam kajian gamifikasi pada pembelajaran pemrograman selama periode 2020 – 2025. Penelitian dilakukan menggunakan metode bibliometrik dengan sumber data berupa publikasi yang terindeks Scopus. Proses seleksi artikel mengacu pada pedoman PRISMA 2020 dan menghasilkan 53 artikel yang dianalisis menggunakan fitur Analyze Search Results pada Scopus dan perangkat lunak VOSviewer versi 1.6.20. Hasil analisis menunjukkan bahwa jumlah publikasi mengenai gamifikasi dalam pembelajaran pemrograman cenderung meningkat selama periode penelitian. Queirós dan Swacha tercatat sebagai penulis paling produktif, sedangkan Spanyol menjadi negara dengan jumlah publikasi terbanyak. Analisis co-occurrence kata kunci mengidentifikasi tema utama yang meliputi gamification, motivation, engagement, programming education, computational thinking, game-based learning, dan programming learning. Selain itu, ditemukan kecenderungan pergeseran fokus penelitian dari aspek motivasi dan keterlibatan menuju pengembangan computational thinking dan pendidikan pemrograman yang lebih komprehensif. Temuan tersebut menunjukkan bahwa gamifikasi tidak hanya dimanfaatkan untuk meningkatkan minat belajar, tetapi juga mulai diarahkan untuk mendukung pengembangan kompetensi komputasional peserta didik.
Downloads
References
Aisyah, N. (2025). Keefektifan lingkungan pembelajaran gamifikasi di pendidikan tinggi: Analisis bibliometrik perspektif systematic literature review (SLR). Journal of Peace Education and Islamic Studies, 8(2), 41–49. https://doi.org/10.33379/jrla.v8i2.9057
Alghamdi, A. K. H., Ahmed, S., & Rahaman, S. (2026). Game on: A bibliometric analysis of gamification and game-based learning in teacher training and education. Contemporary Educational Technology, 18(1), Article e632. https://doi.org/10.30935/cedtech/17953
Carrion Candel, E., De-la-Peña, C., & Chaves-Yuste, B. (2025). A gamified digital framework in higher education: Impact on learning and motivation. Turkish Online Journal of Distance Education, 26(3), 60–84. https://doi.org/10.17718/tojde.1556533
Dewi Siregar, I., Nasution, H. N., Zainy, A., Lubis, N. F., & Hidayat, T. (2023). Analisis kesiapan belajar siswa dalam mengikuti proses pembelajaran pemrograman dasar. Jurnal Vinertek Institut Pendidikan Tapanuli Selatan, 3(2), 1–5.
Gómez Niño, J. R., Árias Delgado, L. P., Chiappe, A., & Ortega González, E. (2025). Gamifying learning with AI: A pathway to 21st-century skills. Journal of Research in Childhood Education, 39(4), 735–750. https://doi.org/10.1080/02568543.2024.2421974
Gunawan, G., Herayanti, L., Imran, I., Fathoroni, F., Rahmatullah, R., As Shiddiq, M. H., & Yahya, F. (2025). Gamification in science and technology education: A narrative review of implementation trends and educator perspectives. Indonesian Journal of Applied Science and Technology, 6(2), 66–77.
Hadihabibi, M., Setyosari, P., & Soepriyanto, Y. (2023). Pengaruh flipped classroom beraktivitas gamifikasi tradisional terhadap self-regulated learning pada pembelajaran pemrograman visual. JKTP: Jurnal Kajian Teknologi Pendidikan, 6(1), 26–36. https://doi.org/10.17977/um038v6i12023p026
Ishaq, K., & Alvi, A. (2023). Personalization, cognition, and gamification-based programming language learning: A state-of-the-art systematic literature review. arXiv. https://arxiv.org/abs/2309.12362
Ishaq, K., Alvi, A., ul Haq, M. I., Rosdi, F., Choudhry, A. N., Anjum, A., & Khan, F. A. (2024). Level up your coding: A systematic review of personalized, cognitive, and gamified learning in programming education. PeerJ Computer Science, 10, e2310. https://doi.org/10.7717/peerj-cs.2310
Izhar, N. A., Ishak, N. A., & Baharudin, S. M. (2023). A bibliometric analysis of 21st century learning using Scopus database. International Journal of Learning, Teaching and Educational Research, 22(3), 225–240. https://doi.org/10.26803/ijlter.22.3.14
Kurnia, D., Hayati, N., & Budi Maryatun, I. (2026). Pembelajaran coding sebagai strategi penguatan computational thinking di PAUD: Systematic literature review. Aulad: Journal on Early Childhood, 9(2), 405–415. https://doi.org/10.31004/aulad.v9i2.1436
Kurniadi, D., Windy Saputra, R., Sapril Siregar, M., & Vitaloka, D. (2024). Desain pembelajaran berbasis gamifikasi menggunakan Scratch pada mata kuliah pemrograman logic controller. Jurnal Maritim Malahayati (JuMMa), 5(1), 129–135. https://doi.org/10.70799/jumma.v5i1.71
Maharani, S., Yuniahastuti, I. T., Prastyaningrum, I., Susanti, V. D., & Romandoni, H. R. (2024). Computational thinking in elementary school students: A bibliometric review. QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama, 16(2), 1209–1222. https://doi.org/10.37680/qalamuna.v16i2.5824
Mahmubi, M., & Homaidi. (2025). Analisis implementasi pembelajaran berbasis gamifikasi pada peningkatan motivasi belajar siswa. Al-Abshor: Jurnal Pendidikan Agama Islam, 2(1), 1–9.
Marquardt, K., Schulz, M., Koziolek, A., & Happe, L. (2025). Gamification with purpose: What learners prefer to motivate their learning. arXiv. https://doi.org/10.48550/arXiv.2512.08551
Maskeli?nas, R., Kulikajevas, A., Blažauskas, T., Damaševi?ius, R., & Swacha, J. (2020). An interactive serious mobile game for supporting the learning of programming in JavaScript in the context of eco-friendly city management. Computers, 9(4), 1–18. https://doi.org/10.3390/computers9040102
Montella, R., De Vita, C. G., Mellone, G., Ciricillo, T., Caramiello, D., Di Luccio, D., Kosta, S., Damaševi?ius, R., Maskeli?nas, R., Queirós, R., & Swacha, J. (2024). Leveraging large language models to support authoring gamified programming exercises. Applied Sciences, 14(18), 8344. https://doi.org/10.3390/app14188344
Nurfadillah, N., Denni, I., & Ahmad Rodian Susila, A. (2026). Systematic literature review: Perancangan sistem pembelajaran informatika dengan konsep gamifikasi. Jurnal Media Computer Science, 5(1), 563–576.
Paiva, J. C., Queirós, R., Leal, J. P., Swacha, J., & Miernik, F. (2022). Managing gamified programming courses with the FGPE platform. Information, 13(2), Article 45. https://doi.org/10.3390/info13020045
Panggayuh, V., & Elmasari, Y. (2021). Peningkatan kemampuan pemrograman mahasiswa menggunakan strategi metakognitif. JIPI (Jurnal Ilmiah Penelitian dan Pembelajaran Informatika), 6(1), 126–131. https://doi.org/10.29100/jipi.v6i1.1783
Sari, D. N., & Alfiyan, A. R. (2023). Peran adaptasi game (gamifikasi) dalam pembelajaran untuk menguatkan literasi digital: Systematic literature review. Jurnal Pendidikan Teknologi Informasi, 1(1), 43–52. https://doi.org/10.30812/upgrade.v0i0.3157
Sopianti, Y., & Prasetyo, Y. (2025). Personalization in mobile learning: A hybrid systematic literature review and bibliometric analysis. Jurnal Guru Komputer, 6(1), 23–38. https://doi.org/10.17509/jgrkom.v6i1.85750
Srimuliyani. (2023). Menggunakan teknik gamifikasi untuk meningkatkan pembelajaran dan keterlibatan siswa di kelas. EDUCARE: Jurnal Pendidikan dan Kesehatan, 1(1), 29–35. https://doi.org/10.70437/jedu.v1i1.2
Sumarno, F., Suparman, S., & Mahmudah, K. R. (2025). Global research trends on computational thinking in mathematics education: A bibliometric analysis (2000–2025). Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika, 11(2), 200–219. https://doi.org/10.29407/jmen.v11i2.25725
Swacha, J. (2021). State of research on gamification in education: A bibliometric survey. Education Sciences, 11(2), 1–15. https://doi.org/10.3390/educsci11020069
Swacha, J., & Szyd?owska, J. (2023). Does gamification make a difference in programming education? Evaluating FGPE-supported learning outcomes. Education Sciences, 13(10), 1–11. https://doi.org/10.3390/educsci13100984
Tonhão, S. de F., Herculani, J., Shigenaga, M. Y., Medeiros, A. S. S., Amaral, A. M. M. M., Silva, W., Colanzi, T. E., & Steinmacher, I. F. (2024). Gamification in software engineering education: A tertiary study. CEUR Workshop Proceedings.
Triantafyllou, S. A., & Sapounidis, T. (2026). Mapping a decade of research on gamification and computational thinking: A bibliometric and thematic analysis (2015–2025). Interchange, 159–206. https://doi.org/10.1007/s10780-026-09562-9
Zhan, Z., He, L., Tong, Y., Liang, X., Guo, S., & Lan, X. (2022). The effectiveness of gamification in programming education: Evidence from a meta-analysis. Computers and Education: Artificial Intelligence, 3, Article 100096. https://doi.org/10.1016/j.caeai.2022.100096
Zhang, Q., & Yu, Z. (2022). Meta-analysis on investigating and comparing the effects on learning achievement and motivation for gamification and game-based learning. Education Research International, 2022, Article 1519880. https://doi.org/10.1155/2022/1519880
Zhang, Y., Tan, W. H., & Zhou, J. (2024). A bibliometric review of research on gamification in education: Reflections for moving forward. Journal of Education, Humanities and Social Sciences.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
