Bibliographic Details
| Title: |
Unlocking Critical Thinking: Multiple Intelligences-Based Gamification for Islamic Young EFL Learners in Indonesia. |
| Authors: |
Muliyah, Pipit.1,2 pipitmuliyah.2023@student.uny.ac.id, Margana1, Ciptaningrum, Dyah Setyowati.1 dyah_setyowati@uny.ac.id, Danial, Muhammad.1,3 muhammad_danial@unsulbar.ac.id, Ahmad, Shobikhan.1 shobikhanahmad.2023@student.uny.ac.id, Aditama, Madya Giri.1,4, Kasyulita, Evi.1,5 evikasyulita.2023@student.uny.ac.id, Rofi'ah, Siti Hamidahtur.6, Sugiharto, Prasetyawan Aji.4 asprasetyawan@gmail.com, Alade, Salman.1, Nursalam1 nursalam.2025@student.uny.ac.id |
| Source: |
Journal of Language Teaching & Research. Jul2026, Vol. 17 Issue 4, p1342-1354. 13p. |
| Subject Terms: |
*Multiple intelligences, *Gamification, *Critical thinking, *Muslim students, *Limited English-proficient students, *Primary education, Indonesians |
| Geographic Terms: |
Indonesia |
| Abstract: |
When discussing the incorporation of critical thinking in Teaching English to Young Learners (TEYL), there exists integration friction, particularly in implementing a sort of universal approach and failing to consider the individual cognitive profile of a learner. This Research examines the effect of MI-incorporated gamification designed to develop critical thinking skills on 60 fifth-grade EFL students at an Islamic Primary School in Central Java, Indonesia. Using an explanatory sequential mixed-methods approach, the Research contrasted an experimental group using a narrative gamified platform, the Eco-Rescue Squad, with a control group taught through traditional methods. The quantitative evidence showed that the experimental group outperformed the control group in critical thinking (d = 1.42), whereas the qualitative evidence revealed a lock-and-key phenomenon. It appeared that certain game design elements, such as visual puzzles that cater to spatial learners or movement in some game tasks that kinesthetic learners prefer, functioned as cognitive load-reduction mechanisms that scaffolded explanatory active reasoning. Based on the above, using a learner-intelligence profile in gamification is more effective than a general approach. This positively supports the case for the overwhelming need to foster Higher Order Thinking Skills in the primary EFL classroom. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
