A Framework for Integrating Gamification Learning into The PAI Curriculum to Build The Spiritual Resilience of Generation Z

Abstract

Gamification has gained increasing attention in education because it can enhance student motivation, engagement, and learning persistence. However, its application in Islamic Religious Education (PAI) remains fragmented and has primarily emphasized technical game elements rather than the development of spiritual resilience among Generation Z. This study aimed to synthesize existing evidence and formulate an integrative framework for incorporating gamification into the PAI curriculum within the Merdeka Curriculum. A qualitative descriptive systematic literature review was conducted using an integrative thematic approach and the PRISMA 2020 framework. Relevant national and international articles published between 2020 and 2025 were identified through Scopus, ScienceDirect, SpringerLink, Taylor & Francis, Google Scholar, and SINTA-indexed journals. The findings indicated that points, badges, levels, challenges, missions, and rapid feedback could strengthen motivation and engagement; however, these elements did not automatically foster spiritual resilience. Their effectiveness depended on alignment with spiritual objectives, reflective activities, moral decision-making, self-regulation, and teacher mediation. The proposed framework consisted of four layers: spiritual objectives, gamified activity design, pedagogical mediation, and spiritual resilience outcomes. The study concluded that value-oriented gamification could support faith development, moral resilience, worship consistency, and readiness to face digital pressures when implemented through meaningful reflection and appropriate pedagogical guidance across diverse PAI learning contexts.