The Influence of Critical Thinking and Student Engagement on Learning Outcomes in Gamification-Based Vocational Education

Authors

  • Baiaturridwan Magister Program Technological Vocational Education, Faculty of Engineering, Universitas Negeri Padang, Padang, Indonesia
  • Dedy Irfan Department of Electronics Engineering Education, Faculty of Engineering, Universitas Negeri Padang, Padang, Indonesia
  • Resmi Darni Department of Electronics Engineering Education, Faculty of Engineering, Universitas Negeri Padang, Padang, Indonesia
  • Muhammad Giatman Department of Civil Engineering Education, Faculty of Engineering, Universitas Negeri Padang, Padang, Indonesia

DOI:

https://doi.org/10.21009/jtp.v28i2.66419

Keywords:

critical thinking, engagement, learning outcome, gamification, vocational education

Abstract

Vocational learning often faces challenges in fostering active student participation, particularly in practicum-based courses where more than 60% of students tend to be passively engaged during instructional activities, resulting in suboptimal learning outcomes. Therefore, an instructional approach that promotes active involvement is critically needed. This study aims to examine the role of critical thinking and student engagement in predicting learning outcomes within gamified vocational education, where gamification is positioned as a pedagogical approach rather than a statistical variable. This study employed a quantitative approach with an associative research design. The participants consisted of 22 students enrolled in a network programming practicum course, selected using a total sampling technique. Data were collected through Likert-scale questionnaires that met validity and reliability criteria (Cronbach’s Alpha ≥ 0.60). Data analysis was conducted using multiple linear regression with the assistance of SPSS software. The results indicate that critical thinking and engagement simultaneously have a significant effect on learning outcomes (p < 0.05), with a coefficient of determination (R² = 0.909), indicating a strong predictive model. Partially, engagement has a positive and significant effect on learning outcomes (p < 0.05), while critical thinking does not show a significant direct effect (p > 0.05), although it demonstrates a positive relationship. These findings suggest that the effectiveness of gamified vocational learning is more strongly influenced by student engagement as an active learning mechanism, rather than critical thinking as an independent factor.

References

Bai, S., Liu, Y., Foon, K., Sailer, M., & Xiao, Y. (2026). Effects of reward strategies in gamified learning on academic performance : A systematic review. 50(May 2024).

Bullock, E. P., Wilkerson, T. L., Peters, M. L., & Herron, J. (2025). Methods in Psychology Editorial : Mixed methods in mathematics education research. 13(October), 10–12.

Chen, X., Yang, Y., Wang, Y., Shen, L., Wang, Z., Chu, S., & Zhuang, J. (2026). Nurse Education in Practice Effects of a serious game on undergraduate nursing students ’ learning motivation , engagement and outcomes in community nursing home visit education : A cluster quasi-experimental study. Nurse Education in Practice, 93(February), 104785. https://doi.org/10.1016/j.nepr.2026.104785

Dogan, S. (2026). Designing effective AI professional development : A framework grounded in. Computers and Education Open, 10(February), 100337. https://doi.org/10.1016/j.caeo.2026.100337

Duman, O., & Erkus, E. (2006). Statistical rates on the multivariate approximation theory ¸. 44, 763–770. https://doi.org/10.1016/j.mcm.2006.02.009

Freeman, J. H. (2016). Cerebellar learning mechanisms. 260–269. https://doi.org/10.1016/j.brainres.2014.09.062.Cerebellar

Ghozali, A. (2020). LITERA: Jurnal Literasi Akuntansi. 1–13.

Gini, F., Bassanelli, S., Bonetti, F., Hadi, R., Bucchiarione, A., & Marconi, A. (2025). Acta Psychologica The role and scope of gamification in education : A scientometric literature review. Acta Psychologica, 259(June), 105418. https://doi.org/10.1016/j.actpsy.2025.105418

Guandalini, P., Vignoli, M., Pajic, S., & Heijden, B. I. J. M. Van Der. (2026). Aging as a teacher : Effects of organizational practices on career sustainability in the later career stages in Italian schools. 175(September 2025).

Hidayat, H., Tasrif, E., Jaya, P., Anwar, M., Thamrin, Zulwisli, Hadi, A., Budayawan, K., Husin, M., & Asmara, D. (2021). The Empirical Analysis of Industrial Work Challenges in the Industrial Revolution 5.0 Towards a Grade Point Average (GPA) for Electronic Engineering Education Students. International Journal of Online and Biomedical Engineering, 17(9), 21–34. https://doi.org/10.3991/ijoe.v17i09.25679

Jumhur, A. A., Avianti, R. A., Nurfitri, P. E., & Mahir, I. (2024). Implementation of Problem-based Learning to Improve Critical Thinking Ability of Vocational Students in Jakarta. 5(5), 16–24.

Longmuß, J., & Höhne, B. P. (2017). Agile Learning for vocationally trained expert workers . Expanding workplace-based learning one sprint at a time . Procedia Manufacturing, 9, 262–268. https://doi.org/10.1016/j.promfg.2017.04.003

Macphail, A., Vanassche, E., Guberman, A., Czerniawski, G., & Boks-vlemmix, J. (2026). School-based teacher educators ’ professional identity and professional needs. Teaching and Teacher Education, 176, 105523. https://doi.org/10.1016/j.tate.2026.105523

Morris, S., Lawlor, E. R., Foley, L., Summerbell, C., Panter, J., Adams, J., Jago, R., & Pollard, T. M. (2022). Health and Place Children ’ s experiences of the journey between home and school : A qualitative synthesis using meta-ethnography. Health and Place, 76(June), 102819. https://doi.org/10.1016/j.healthplace.2022.102819

Pridham, B., Mallon, S. O., & Prain, V. (2012). Insights into Vocational Learning from an Applied Learning Perspective. 77–97. https://doi.org/10.1007/s12186-011-9063-8

Sa, U., Laili, U., Rochimah, S., Bagus, M., & Rasyid, A. (2026). Bridging the skills gap through Agile methodologies in Vocational Software Development Education. Array, 29(October 2025), 100614. https://doi.org/10.1016/j.array.2025.100614

Sailer, M., & Homner, L. (2020). The Gamification of Learning : a Meta-analysis. 77–112.

Shafer, D. (2025). A critical thinking thematic framework and observation tool for improved theory and developing secondary teachers ’ instructional practice : Proof of concept. Thinking Skills and Creativity, 56(December 2024), 101787. https://doi.org/10.1016/j.tsc.2025.101787

Shahab, C., & Barak, M. (2026). Critical thinking in higher education : Identifying the pedagogical practices and modes of engagement. Thinking Skills and Creativity, 59(October 2025), 102041. https://doi.org/10.1016/j.tsc.2025.102041

Sin, C., Leong, U., & Clutter, L. B. (2015). Active learning improves nursing student clinical performance in an academic institution in Macao *. Chinese Nursing Research, 2(2–3), 35–39. https://doi.org/10.1016/j.cnre.2015.08.001

Sorgatz, A., Schuldt, J., & Gröger, S. (2024). ScienceDirect Virtual-tutoring-supported teaching for Geometrical Product Specification. Procedia CIRP, 129, 216–221. https://doi.org/10.1016/j.procir.2024.10.038

Strindberg, J., Horton, P., Thornberg, R., & Horton, P. (2020). Research Papers in Education Coolness and social vulnerability : Swedish pupils ’ reflections on participant roles in school bullying. Research Papers in Education, 35(5), 603–622. https://doi.org/10.1080/02671522.2019.1615114

Syafei, I. (n.d.). No Title.

Watson, M. P. (1978). William Black ( Emeritus ) Louisiana State University , USA Barry J . Babin The Evolution of Multivariate Data Analysis. 225, 1–13.

Yan, J., Dai, X., & Xuecui, B. I. (2025). Acta Psychologica How faculty support impact physical education teachers ’ career satisfaction : A chain mediation model. 259(May).

Yang, B. (2021). Applications of deep-learning approaches in horticultural research : a review. Horticulture Research. https://doi.org/10.1038/s41438-021-00560-9

Yin, S., Fan, J., Jin, Y., & Stapleton, P. (2024). Journal of English for Academic Purposes Towards a framework of critical thinking for assessing EAP speaking. Journal of English for Academic Purposes, 71(March), 101426. https://doi.org/10.1016/j.jeap.2024.101426

Zhan, Z., He, L., Tong, Y., Liang, X., Guo, S., & Lan, X. (2022). Computers and Education : Artificial Intelligence The effectiveness of gamification in programming education : Evidence from a meta-analysis. Computers and Education: Artificial Intelligence, 3(June), 100096. https://doi.org/10.1016/j.caeai.2022.100096

Downloads

Published

2026-08-06

How to Cite

Baiaturridwan, Irfan, D., Darni, R., & Giatman, M. (2026). The Influence of Critical Thinking and Student Engagement on Learning Outcomes in Gamification-Based Vocational Education. JTP - Jurnal Teknologi Pendidikan, 28(2), 526–539. https://doi.org/10.21009/jtp.v28i2.66419

Issue

Vol. 28 No. 2 (2026): Jurnal Teknologi Pendidikan

Section

Full Articles

License

Copyright (c) 2026 Baiaturridwan, Dedy Irfan, Resmi Darni, Muhammad Giatman

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Jurnal Teknologi Pendidikan is an Open Access Journal. The authors who publish the manuscript in Jurnal Teknologi Pendidikan agree to the following terms.

Attribution-ShareAlike 4.0 International (CC BY-SA 4.0)

  • Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.

  • ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.

  • No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.

Notices:

 

  • You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation.
  • No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.