Unlocking Critical Thinking: Multiple Intelligences-Based Gamification for Islamic Young EFL Learners in Indonesia.
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| Title: | Unlocking Critical Thinking: Multiple Intelligences-Based Gamification for Islamic Young EFL Learners in Indonesia. |
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| 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] |
| Copyright of Journal of Language Teaching & Research is the property of Academy Publication Co., LTD and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 195267842 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Unlocking Critical Thinking: Multiple Intelligences-Based Gamification for Islamic Young EFL Learners in Indonesia. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Muliyah%2C+Pipit%2E%22">Muliyah, Pipit.</searchLink><relatesTo>1,2</relatesTo><i> pipitmuliyah.2023@student.uny.ac.id</i><br /><searchLink fieldCode="AR" term="%22Margana%22">Margana</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Ciptaningrum%2C+Dyah+Setyowati%2E%22">Ciptaningrum, Dyah Setyowati.</searchLink><relatesTo>1</relatesTo><i> dyah_setyowati@uny.ac.id</i><br /><searchLink fieldCode="AR" term="%22Danial%2C+Muhammad%2E%22">Danial, Muhammad.</searchLink><relatesTo>1,3</relatesTo><i> muhammad_danial@unsulbar.ac.id</i><br /><searchLink fieldCode="AR" term="%22Ahmad%2C+Shobikhan%2E%22">Ahmad, Shobikhan.</searchLink><relatesTo>1</relatesTo><i> shobikhanahmad.2023@student.uny.ac.id</i><br /><searchLink fieldCode="AR" term="%22Aditama%2C+Madya+Giri%2E%22">Aditama, Madya Giri.</searchLink><relatesTo>1,4</relatesTo><br /><searchLink fieldCode="AR" term="%22Kasyulita%2C+Evi%2E%22">Kasyulita, Evi.</searchLink><relatesTo>1,5</relatesTo><i> evikasyulita.2023@student.uny.ac.id</i><br /><searchLink fieldCode="AR" term="%22Rofi'ah%2C+Siti+Hamidahtur%2E%22">Rofi'ah, Siti Hamidahtur.</searchLink><relatesTo>6</relatesTo><br /><searchLink fieldCode="AR" term="%22Sugiharto%2C+Prasetyawan+Aji%2E%22">Sugiharto, Prasetyawan Aji.</searchLink><relatesTo>4</relatesTo><i> asprasetyawan@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Alade%2C+Salman%2E%22">Alade, Salman.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Nursalam%22">Nursalam</searchLink><relatesTo>1</relatesTo><i> nursalam.2025@student.uny.ac.id</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Language+Teaching+%26+Research%22">Journal of Language Teaching & Research</searchLink>. Jul2026, Vol. 17 Issue 4, p1342-1354. 13p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Multiple+intelligences%22">Multiple intelligences</searchLink><br />*<searchLink fieldCode="DE" term="%22Gamification%22">Gamification</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22Muslim+students%22">Muslim students</searchLink><br />*<searchLink fieldCode="DE" term="%22Limited+English-proficient+students%22">Limited English-proficient students</searchLink><br />*<searchLink fieldCode="DE" term="%22Primary+education%22">Primary education</searchLink><br /><searchLink fieldCode="DE" term="%22Indonesians%22">Indonesians</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Language Teaching & Research is the property of Academy Publication Co., LTD and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.17507/jltr.1704.20 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 1342 Subjects: – SubjectFull: Multiple intelligences Type: general – SubjectFull: Gamification Type: general – SubjectFull: Critical thinking Type: general – SubjectFull: Muslim students Type: general – SubjectFull: Limited English-proficient students Type: general – SubjectFull: Primary education Type: general – SubjectFull: Indonesians Type: general – SubjectFull: Indonesia Type: general Titles: – TitleFull: Unlocking Critical Thinking: Multiple Intelligences-Based Gamification for Islamic Young EFL Learners in Indonesia. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Muliyah, Pipit. – PersonEntity: Name: NameFull: Margana – PersonEntity: Name: NameFull: Ciptaningrum, Dyah Setyowati. – PersonEntity: Name: NameFull: Danial, Muhammad. – PersonEntity: Name: NameFull: Ahmad, Shobikhan. – PersonEntity: Name: NameFull: Aditama, Madya Giri. – PersonEntity: Name: NameFull: Kasyulita, Evi. – PersonEntity: Name: NameFull: Rofi'ah, Siti Hamidahtur. – PersonEntity: Name: NameFull: Sugiharto, Prasetyawan Aji. – PersonEntity: Name: NameFull: Alade, Salman. – PersonEntity: Name: NameFull: Nursalam IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 17984769 Numbering: – Type: volume Value: 17 – Type: issue Value: 4 Titles: – TitleFull: Journal of Language Teaching & Research Type: main |
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